
n 



t 






^^ z 

» 

:s>z> 3i> ^^=^ 



3 >^ ,^> 
>3> ^* 



^Z^ 









^^ 






LIBRARY OF CONGRESS. 

Chap.b4.SopyrigM No 

UNITED STATES OF AMERICA. 











^>>J> 


>>>i> ^ 






^>> .> 


^>5>^ ' 




"ZI^ ^ 


>>:> >, 


-:» ^ 






>^:> > 


> Z» ^ 






y^:> >, 




^> 


_^..' 


-::> .J5^ 


i» 


-> 




> 5> > - 


-_^L-^ ^ 


» > 


> >-^'- 


> >:> > 


:>:> ^ 




J>> 


> >)" 




"^ 


^^ 


O .J>j 


XI3t^ 


[^ 


.^^ 


:> ,-j> ^ 


3 ~^'_^Jf 


]^ 


,>?-- 

>->>>:> 




':x:^L^ 


> ^ 


>r> 


3>:> 3- 


^i^ 


• r 


>>>:> 


l>^ 3^ 




► • • > 


»_> 


>> 3^ 


-^^sL'^ 


► -^ 


>>o 


J2>3 3"" 


~:ira»']: 


> ^ ^~ 


> > 


s>^ ^ 


»r^ 




■>^>"^ 


► >3 3 


^^^^ 


^ 


^»^ 


» > > 


-^:^- 


> -y- ^ 


>^:^ 


»>> ~> 


' z>:3* 


O ^■. 


* ■ ■>? 


>3 >>3 "^ 


^^^. 


> X 


i> > > 


• ■■•"^^^ 


;> >-> : 


> -ir 


*^ 



::3S) j> 3^ 

::^ ^^:^ 

:2> 3 3~L 
:2> > j» : 

-in, ~> 1> 



>35 















:^>^^ 






> 


->>>:o 


> 


:>>^i.>> 


► 


»^.:^> 


> 


z» :>^ 


> 


I» ^^r> ~- 


3 


:»:55>' 


z> 


:»>^ 




'^^^ 


r>5 3> 




[15 


► >^:?) 


>^ 


> >> iD 


^_ 


> :»i> 


13? 


■ >>-._:> ^ ■' 


> 


> ^ > ^ 


:^° 


3 3l)1> 


~y 


I> ySj> 


'5 


> --'>^ ^ 


> ^ 


> o^ ^ 


>" 


^ ^^ ^ 


D 


:> 5D 


> 


I> ::^>^ 


»:> 




> 


I> ^-^ 


> 






-ZI> "> -> "7^ 


> 


7I2> ;>j>^^ 


L> 


~[I> > "^IZ^ 


> 


~^ ''LlI5 


r> 


z> >35:::> 


> 


".[^ "O 


► 


I> ^^3 


k 


> 


T> ,^ 






» ' 


^ O 


> 


!:> ^^> ^: 


> 






3 J^?3 




> j> ^ 




^■s^^:::^- : 


> 




> 


^^^^ 


> 


:^d:^ 


» 


:^^j^ 


_^ 


> i» 3^^^ 




:>:>3 :$ 




:>^:> ^ 




^^:> ^ 


w ' 


^^> 'z 


^ 




> 


^>^ 1 


> 


>>r>:^ :5 


z> 


>:^^^ ^ 


"123 


► >^> - 


1^3 


► >:>:> ^ 


^ 


' :>-X> J5 


3 


» ^^~>k — » 



>.>->-r> 



> i>> 






$11 



:> >> 



its 






--^ -^ 


:^ 


ZZ>i 


y 


^r > "^ 


r> 


z>z 


> 


■^o ■' 


5^ 


:z>z 


> 


:> ■) 


5^ 


z> 


:> 


3o 


:->!> 


• ^ 


Z> 


l^:> : 


):z» 


> :^ 




:> ;> 




► ::> 


2) 


:> :> 


Z)~~y 


» z> 


T3> " 


:> ^ 


^^^ 


P z>z> 


^ >:> 


y z^ 


* > 


> .^ 


> ^^ 


>\>~j^ 


► z> 


D . 






> ~z 




s 


> ~y 


>^ . 


Z^ I 


>::> : 


> D 


•2) 


7^^ 


x>: 


► ^ 


i:>^ 


^^^ 


^-^^ 


D 


jy z^ 


:>:^ 


:).;3 


^ 


-y_ 


^^^ 


:> "-' ^ 


► Z> 


^p 


I> 


->:>■ 


► 3 




::> 


:s> 


' zy 


' ^11^ 


:::> 


}:> : 


J> 


iZ> 


z> 


> "rv_ 


z^ \ 


zry 


JZJi' 


-^ZJ 


J> :>. 


O 


^^^ 


' ^zl^ 


:>^. 


r^ 


^^3^ 


>'ZZ^ 


:>■>:> 


3 


33fc" 


zz^ 


■> v>:^ 


'Z^- 


'ZZ^ 


z>^z 


>!>._ 


Z^ 


zz^ 


> a:>. 


:>> 


Z^ > 


i> 


^ --> ^ 


> I 


>C3 


» :: 


^ > 


> ^ 


■^-^ 


> ._- 


* ^z> 






> . 


^ DZ) 


r^ 


.rzr>~ 


z> 


> y y 


"^]) ' 


[Z>' 


z> z^ 


y y 


'[^ • 


:>:^- 




y : 


> :: 


> ^ 


.^mU 


> :> 


:> 


>^ 


^^K 


>^ 


3 


-:>Z3f 


P^^^ 



:> »2> 




fQethods 



AND 



Outlines 



IN 



United States History 



For Use of Pupils and Schools 
of All Grades 



By J. A. JOSEPH 



President of Central Normal College, Danville, Ind. Teacher of 

History and Literature, and Author of Institutional 

History of the Colonial Period. 



f^ 






Infinititxjs^'^ 

BY 

JONATHAN RIGDON. 



This is a new book, which claims to have cleared 
up the obscurest subject of the most difficult branch 
taught in our schools. It is the most logical, as well 
as the most exhaustive, discussion of the INFINITE 
VERBS that the language contains. It is just the book 
that every teacher of English Grammar ought to have. 



THIS BOOK CONTAINS, ALSO, 

A Classification of Sentences, Outlines of 

all tlie Parts of Sp eecli, Models and 

Sentences for Parsing 



And a long list of new and interesting Exercises for 
Examinations and Reviews. 

PRICE ONLY 25 CENTS. 

INDIANA PUBLISHING COMPANY, 

DANVILLE, INDIANA. 



METHODS AND OUTLINES 



United States History 



FOR USE OF PUPILS AND SCHOOLS OF ALL GRADES. 



By J. A. JOSEPH 

President of Central Normal College, Danville, Ind. Teacher of History 

and Literature, and Author of Institutional History 

of the Colonial Period. 






»& 




COPYRIGHT SECURED 

DANVILLE. INDIANA 

INDIANA PUBLISHING COMPANY 

1855 

G.-..C- . 



RIGDON'S 



Grammar of the English Sentence $0 85 

English Grammar for the Common School 60 

English Grammar for Beginners 40 

Infinitives and Participles 25 

Outline of Psychology 25 

Methods in Arithmetic 25 



LIND'S 



Lessons in Physiology for Colleges $1 25 

Lessons in Physiology for Public Schools 1 00 

Lessons in Physiology for Beginners 60 



SNIDER'5 



Commentaries on Shakespeare (3 vols.) $4 50 

Commentaries on Dante (2 vols.) 4 00 

Commentaries on Goethe (2 vols.) 3 00 

Commentary on Homer's Iliad (1 vol.) 1 50 



^^i> 



ONLY CASH ORDERS 

y, — — — 

\^ RECEIVE ATTENTION. 



INDIANA PUBLISHING COMPANY, 

DANVILLE, INDIANA. 



Kr 



METHODS AND OUTLINES 



IN 



United States History 



If the present is the fruit of the past, there is 
no more valuable study than history. But the 
value depends so much upon the method of study 
and the means of presenting it. It is impossible 
to secure a correct comparative value of any study, 
for one teacher will make it of a much more or 
less value than another. But studies do have an 
inherent value. Arithmetic develops the mind in 
a certain way and has a certain purpose. The 
same is true of geography or history. The teacher 
ought first ask himself why do we study this sub- 
ject or that one. Where does it most naturally 
apply, and how may it be best applied? In teach- 
ing a subject, then, I would consider the two 
parts; first, value; second, methods; or ivhy first 
and how second. I shall use that plan in dis- 

(3) 



4 METHODS AND OUTLINES 

cussing methods of teaching United States His- 
tory. 

First, define our study. What is history? 
Cicero says, **It is tlie witness of times, the light 
of truth, the mistress of life." Diodorus calls it 
''the hand-maid of Providence, a priestess of 
truth and a mother of life." Dionysius says, 
''History is philosophy teaching hy example." 
Guizot defines it thus : ' ' History is a great 
school of truth, reason and virtue." The above 
definitions are not definite, and for definitions 
only are not good, and of course are not intended 
as definitions properly. They are given that the 
student may feel he is entering upon a field em- 
bracing life itself in all its thinking, feeling and 
willing activities; that it does "present all times, 
all truths, all life;" that it is "Providence working 
and philosophy teaching," truly a "great school 
of truth, reason and virtue." Why man works, 
and for what he works, why he worships, what 
he worships, and for what he worships; what he 
studies and why he studies; the causes and 
effects of his oratory, his wars, his law making, 
his moral progress and political development; all 
are history. Leave any one out and we do not study 
history. Facts, dates, etc., are the least part of 
the ^vhole, and yet they too are necessary, li I 
were defining history for advanced pupils, and 
I would not define it for lower grades at all, I 
should say. History is a record of the past. It 
is a simple definition, certainly, but it includes 



IN UNITED STATES PIISTOKY. 5 

all thought, all feeling, all willing, as they record 
themselves in the progress of the ages. And that 
is what history is. Its causes and effects, which 
should always go hand in hand with advanced 
work, make the Philosophy of History. 

Now why should we study history at all? First, it 
possesses the greatest guidance value among the 
several branches. There is much truth in the old 
saying, ''History repeats itself," and that ages 
differ more in kind than in degree. Where one 
age develops a fact of civilization in a certain 
way, or works out an advanced position for man, 
it will do it much the same way another time. 
There are certain inevitable truths controlling the 
ages, and when an age repeats itself, the corre- 
sponding truth will be found leading its move- 
ments. The things that killed Greece would kill 
America; the force that united the world under 
Rome, would unite the world again. The ele- 
ments that destroyed Rome, would destroy any 
empire in any age. A late profound scholar and 
historian has said: ''The present is the fruit of 
the past, and the germ of the future. No work 
can stand unless it grows out of the real wants of 
the age and strikes firm root in the soil of history. 
No one who tramples on the rights of a past gen- 
eration can claim the regard of its posterity. 
History will disregard him who disregards her." 
Set at naught the lessons of history, and no man 
shall wield any lasting influence. 

The statesman reads the future like an open 



6 METHODS AND OUTLINES 

book ; the prophet foretells events with certaint}^ ; 
the moralists may read the doom of nations ; the 
student may depict the fate of his race. The 
Christian is a better man, because of the ''lamp 
of experience ' ' history lights at his bidding ; the 
citizen is a safer factor when he may and does 
''read the future in the past." First and fore- 
most, then, history should be studied for its guid- 
ance value. It is there we may be warned against 
the cheats of the world and learn what the future 
shall be. 

Secondly, history taught, even in the driest, 
poorest way, by simply repeating facts and dates 
is an excellent training for the memory, and, if 
presented in all its truth and life, it yields to 
none in this development. Memory should re- 
ceive from the study of history its most valuable 
help; but so much of this depends upon the plan 
of study of which we shall speak below. Again, 
history, when led beyond dry details, becomes a 
vivid picture. One should see the great forces 
at work and take a stand on all the mental, 
moral and physical battle-fields and watch their 
results. History should become a man-pictur- 
ing and world-building process ; thus it reaches 
and develops the imagination. The judgment 
is aided no less in its growth. History is 
made up of complex incidents. The Revolution 
is a single fact, but how complex are its origin, 
and effects, etc. All the simple facts are likely 
complex and require an analysis to fully under- 



IN UNITED STATES HISTORY. 7 

stand them. We must compare, contrast, judge, 
analyze and make decisions, if we would fully 
understand all in history. Original thought, 
close application and careful study are as neces- 
sary here, as in arithmetic or grammar. Here, 
too, facts must be understood, and understood in 
the same way one would solve a problem. The 
judgment has its place in this study. In all ques- 
tions of history there are two sides. There is 
room for debate. There are so many forces at 
work one can not easily say this is so, or that is 
true. Historical knowledge is largely moral in its 
nattire, and our ideas depend so much on train- 
ing, environment and interest, that it is difficult 
to form a correct judgment. Uncertainty is so 
great a factor — the element of probability so im- 
portant — that it would seem very clear that in 
history we may secure the needed discipline. 
Man is the study. The judgment only can fol- 
low him always. Perhaps we may mistake pur- 
poses and form incorrect judgments, but the study 
and carefulness are giving the discipline. 

As a means of broad and liberal culture histor}^ 
has but one superior, and that is literature. Cult- 
ure comes from a knowledge of men and of the 
world from a study of man ; history affords this. 
Last but not least, perhaps foremost as a practical 
element, is the development of patriotism, love of 
country. When we think that a large per cent, of 
our children leave school early or do not study 
history, and many thousands of foreigners are set- 



8 METHODS AND OUTLINES 

tied among us each year with no ideas of our in- 
stitutions, we easily feel the need for something 
that will early give the pupil some idea of his 
country and cause the foreigner to first learn the 
nature of the country he has adopted. We love 
hest when we know what we love and why. We 
are most patriotic when we think what our coun- 
try has cost in blood and money. I would have 
every boy and girl's blood mount to the cheek, 
the heart throb more quickly, the eye flash with 
patriotic fire and love; I would have every for- 
eigner's loyalty pass with him to his American 
home and have him proudly shelter himself ui!der 
the American flag. There is no quicker, easier 
way to do this than to teach them the magnificent 
history of their native and adopted country. 

History should, and does when rightly studied 
and presented, do all the above and much more 
that the writer can not tell. So much depends 
upon the method of study, however. In discuss- 
ing that part of our work it is best to take up first 
what I think to be the chief force — the teacher. 
If in any branch of study the teacher needs to be 
the living voice, the real life of the class, it is in 
history. Method is good, and a study of methods 
is valuable and needful to the highest success of 
the teacher, but the tendency of the present sys- 
tem is all method or too much so. Methods are 
secondary always, at least to one factor in teach- 
ing if not to two. There are teachers and those 
not teaching who would never be successful, no 



IN UNITED STATES HISTORY. , 9 

difference how much they studied methods, and 
no one can be successful who makes methods the 
chief factor. It is a craze that is already turning 
back toward the truer plan. Above all method 
and above all other qualifications of the teacher is 
that of mastery of the subject. It is absolutely im- 
possible to teach history successfully if the teacher 
does not know the study. He should throw books 
to the wind and stand before his class prepared to 
handle that lesson without any reference to books 
or any hesitancy in decisions. Mastery of the sub- 
ject is the first requisite, as far as the class in hand 
need it. If one is not willing to perform that first 
requisite there is nothing in this or any other work 
anywhere that will help him. But that done, and 
one may be successful without any very systematic 
stiidy of methods. If one would be a great teacher 
of history let him first know history. Holding 
that to be the first and great requisite, I could not 
do better than to quote a few other helpful quali- 
ties: ''Retentive memory, logical power to anal- 
yze and group facts, enthusiasm for the subject, 
sound judgment, clear insight into character and 
life, devotion to truth, persistence, vivid imagina- 
tion and a copious supply of clear and simple lan- 
guage."* 

I would call the teacher's attention to the need 
of enthusiasm in his work. In that we can well 
say, as is the teacher so is the pupil. In arith- 



'Hinsdale. 



10 . METHODS AND OUTLINES 

metic and a few other studies some degree of in- 
terest might manifest itself in spite of the teacher, 
but that will seldom, if ever, be true in history; the 
fire must catch from the teacher's own heat. En- 
thusiasm is not noise, it is putting the soul into the 
work. It can not be counterfeited. Sympathy is 
an element of help to both teacher and student. 
A study of history tends to broaden our convic- 
tions, to destroy prejudice. Indeed, the historian 
must be careful or he will become an apologist, an 
extreme to be avoided, for all things in history 
have not been for the best, and all heroes have not 
been great factors in advancing civilization. But 
we must learn to stand on the same ground our 
hero did, and judge from his age and his environ- 
ment. 'Tis the same with principles. They may 
be right for one age and wholly wrong for another. 
The teacher should live in close contact with 
current events and be a student of them. In this 
country he has an excellent opportunity to do so. 
The daily paper carries to his door the news of 
government, religion, education and politics, so 
that he may learn history as it is made and teach 
it so. He should familiarize himself with local 
history, with old landmarks, battlefields, noted 
buildings, important men, locally and nationally. 
By drawing current events and local history and 
government into the study history becomes a real- 
ity, present and living. Every pupil should be 
taught to give a little time each day to public af- 
fairs as they pass across the stage. Just book 



IN UNITED STATP:S HISTORY. 11 

knowledge is too little. We must experience his- 
tory to know it and teach it well. Lastly I would 
suggest that the teacher make himself acquainted 
with general literature— study poems, novels, 
speeches, biographies, etc. When fitting, study a 
poem in connection with the history lesson. 
"Barbara Fritchie," ''Evangeline," "Hia- 
watha," ''Miles Standish," "Green Mountain 
Boys," Cooper's works, Henry, Webster and 
Clay's speeches, "The Scarlet Letter," "Uncle 
Tom's Cabin" and many other valuable authors 
and works the teacher should know. 

The teacher's ideal should be high, though he 
should never reach it; the fact that he has an 
ideal will make him a better teacher. No labor 
should be thought too difficult and no reasonable 
expense too much to require of one's self to be able 
to do work right. 'Tis true the pay is not very 
great, but the consciousness of doing work well is 
worth the trouble and expense of so doing it. A 
forty-dollar teacher who will not try to do work 
worth one hundred dollars will likely never secure 
that amount. 

Methods, as has been said above, we believe to 
be a secondary matter. The chief part of the work 
lies with the teacher and his understanding of the 
subject; but there is something in methods, in- 
deed, quite a great deal deserving of study. But 
before taking up that subject it should be under- 
stood that no cast-iron scratch-book methods are 
believed in. After ten years' experience the writer 



12 METHODS AND OUTLINES 

should have gathered a few facts on the subject 
and some general truths that may help some one, 
but no two teachers can use successfully one method, 
nor can the same teacher use one method successfully 
for tiuo different pupils or classes. 

Methods depend upon the teacher and pupil, 
and as no two of either are alike no cast-iron rule 
will hold good always. The author frankly says 
to the teacher that if he is studying the outlines 
and methods given in this little book that he may 
use them just as given, and like a machine he will 
fail, and ought to do so. Rather study them care- 
fully, take from them what seems good for the 
purpose, apply it as the needs seem to demand, 
and if this work helps the intention of the author 
is fulfilled. Did the reader ever notice the old 
bird feed its young? If so he knows how the 
young receive the food. They shut their eyes, 
open their mouths, and the food drops in. Now, 
that is the w^ay many teachers study methods. It 
might answer if the teachers and schools of meth- 
ods were wise as old birds, but they are not, there- 
fore the student should not act the part of the 
young bird. Much teaching of method is simply 
experimental work ; so if the mouth be opened to 
receive the food, be sure the eyes are open also. 
Do not use any method blindly. Be an independ- 
ent student. Be an independent teacher . Don't say 
a thing is right because some one else said so. If 
there is anything in the world a teacher should 
question it is methods. There is nothing in the 



IN UNITED STATES HISTORY. 13 

world in which there is more sham. Be careful 
of educational ^'fads." Now, if the reader and 
author understand each other and the former is 
ready to study the following unprejudicedly and 
independently, the latter shall try to tell of some 
plans he has found to he good as a general system, 
but he has often been discouraged in liis efforts to 
teach, and no doubt there is much in his plans 
that is not the best, but he hopes there is also 
something good. 

The first question that presents itself is, Where 
should we begin and when? We should begin 
teaching United States history the first year, and 
the place to begin should depend on just what in- 
terests the child most. The work, of course, must 
all be story-telling. The teacher should tell those 
stories that interest most. Sometimes it will be 
best to read the story as told by some one else. 
The teacher must be the judge of all these things. 
In the first two years only this kind of work can 
be done. Time, place and geograjDhy have no use 
in the work here. Dates should not be men- 
tioned, but the stories should be of the nature of 
the heroic, giving examples of kindness, self-con- 
trol, courage, patriotism, justice, etc. Order and 
accuracy are not so important in this work. The 
main purpose should be to interest the child. If 
the story illustrates a fact that interests and devel- 
ops the higher nature, accuracy and order are not 
important. Myths and legends are good. Pict- 
ures are helpful. The teacher should have one 



14 METHODS AND OUTLINES 

or all of these few books, viz.: '' Monroe's Story 
of Our Country," price 66 cents net, published by 
Lee & Shepherd, Boston; '' Pratt's American His- 
tory Stories," 4 vols., each 36 cents net, published 
by Educational Publishing Company, Boston, and 
''Eggieston's First Book of United States His- 
tory," 60 cents, published by American Book 
Company, Cincinnati. For the first two years the 
above books would probably answer all purposes. 
Any teacher may find time to do this work to ad- 
vantage ; two lessons a week would answer, or 
even one. But two lessons a week, fifteen minutes 
to one-half hour in length, would be sufficient. 
If necessary, this could take the place of some 
other work that often per week. Nothing would 
make a better language lesson than one of these 
stories. For this work we would suggest Wright's 
'^ Children's Stories in American History," price 
$1.25, published by Scribner's Sons, New York; 
also, '^Children's Stories of American Progress," 
same author, publisher and price, will be valuable 
aid to this work. Two or three of the books men- 
tioned above would perhaps furnish lessons enough 
for the first two years' work, after which time the 
work could be changed, though of that fact, as of 
other things mentioned, the teacher must carefully 
use his own judgment. 

Tlie third year the work should differ more in 
degree than in kind. If the teacher feels it right 
to do so, the work should be advanced slightly, 
but still it must be made up of the story and biog- 



IN UNITED STATES HISTORY. 15 

raphy. The child is now, perhaps, nine years 
old, and is able to grasp some method in the work. 
I would not take up more time than in the pre- 
vious grades, and would use the lessons much the 
same. The pupil now can make more individual 
use of the story and be more independent of the 
teacher, but the teacher should not forget the value 
of a well-told story or one well read. The books 
given for first and second years' work will fit here 
too. Some such method or system of placing the 
history into periods as the following would be 
good, and let the pupil work in that period which 
he likes best and hear those stories that most in- 
terest him without regard to order of taking them 
up: First period, exploration; second, coloniza- 
tion; third, wars; fourth, national period. The 
teacher could take these in order if desired, but it 
would be best to use the period affording most in- 
terest and deal lightly, of course, with the events 
and men without regard to dates, causes, effects, 
etc. To the books above, if the grouping system 
is used, ''Blaidsell's Stories of the Civil War," 
Lee & Shepherd publishers, Boston, price 35 
cents; " Johonnot's Stories of Our Country " and 
'^Stories of Heroic Deeds," by same author, 30 
cents and 40 cents each, American Book Com- 
pany, Cincinnati, Ohio, and ''Moore's Pilgrims and 
Puritans," Ginn & Co., Chicago, 60 cents, would 
be good books to add, and they are also cheap. 

Coming to the fourth year, the work of geogra- 
phy should be added, or rather the two should 



16 METHODS AND OUTLINES 

be connected. It would certain!}^ be best in this 
grade to group incidents, and subgroup them, as 
follows : Period of Discovery, subdivided into the 
national explorers, Englisli, French, Spanish and 
Dutch, taking up one at a time. If the Period of 
Colonization, the colonies could be divided into 
Northern, Middle and Southern Colonies. A few 
dates should be learned now, such as 1492, 1607, 
1776, 1789, 1861, etc. Supplementary reading 
should be introduced, giving two lessons per week 
as in previous grade. All points of interest now 
should be located on the map, and local points 
and history learned. Here again use the stories 
most interesting, and be satisfied with the story 
for the lesson learned. Manners and customs can 
be introduced to advantage. No pupil but would 
grow intensely interested in knowing the dress, 
furniture, amusements and mode of living gener- 
ally among the colonists. Eggleston's History is 
an excellent work for this last study, as are also 
Higginson, Scudder, and Joseph's Institutional 
History. McMaster is the best authority on this 
line of history, but his work is too voluminous 
and costly for the average teacher. The books 
mentioned for third year are suited for the work 
in this grade also. Dodge's Stories of American 
History, Lee & Shepherd, Boston, price, 35 cents, 
would be a good work to introduce here. The 
teacher must remember he does not need all the 
books mentioned, any one or two would answer. 
Several are given that he may have his choice. 



IN UNITED STATES HISTORY. 17 

Do not forget that from this grade on always con- 
nect history and geography. Valuahle hmguage 
lessons may be made from the work in this grade 
and the following. Running on through the fifth, 
sixth and seventh grades, we could but repeat 
much that has been given for fourth year. Each 
year adding a little more system, a few more dates, 
always leading as rapidly and deeply as the pupil 
should go. Oilman's Historical Readers, 3 vols., 
36 cents, 48 cents and 60 cents, respectively, 
published by Interstate Publishing Co., Boston, 
and Lee & Shepherd's Young Folk's Series, added 
to the above books, will be useful and inexpen- 
sive. Much of the work in these grades could be 
given as supplementary reading and language 
work, two or three times a week. Poems, speeches 
and articles written for special events should re- 
ceive attention. Many important dates and events 
should be fixed, and quotations learned. The 
teacher, always on the alert, will be able to intro- 
duce many things useful and interesting. Up to 
this time the pupil has used no text-book and has 
not really studied history in the sense he should 
now take it up, but what a wonderful amount of in- 
formation will have been gathered ; all useful, 
even though he should quit school now, as so 
many do. The pupil is now from fifteen to eigh- 
teen years old, and is ready to begin a careful, 
systematic text-book work on the subject. This 
work we will discuss now, and though the pupil 
2 



18 METHODS AND OUTLINES 

has not had the work proposed in the previous 
grades, I should proceed with him the same or 
nearly so as if he had. He has reached the ma- 
turity when he should be able to enter into causes 
and effects, the logical relations of things, and to 
take up the complete systematic life of the people. 
If he has done the work as indicated above in all 
the grades, we at once see he is in excellent con- 
dition for the work to follow. He has ideas and 
facts already, and what is more, loves his country 
deeply and appreciates its history. But perhaps 
the majority of teachers will have many pupils 
who have not studied history in any way and do 
not like it to begin w^ith. The teacher then has a 
delicate task before him. His duty is to make a 
future citizen of our country love the history of 
that country. The writer has succeeded in doing 
this a few times under very adverse circumstances 
in his own work in the common schools. It was 
done by seeming not to do it — by arousing the in- 
terest of the pupil in such way that he did not 
know the end aimed at, and seemed to only be fol- 
lowing his own inclinations in the matter. 

Let the teacher have on his desk such books as 
Barnes' History, Eggleston's, Higginson's or 
Coffin's. Casually place one in the hand of the 
pupil over which he may pass a few minutes' time 
in looking at the pictures or reading some parts of 
the book. Gradually an interest will awaken, 
and, by judicious handling, the pupil will often 
volunteer to take up the work, 



IN UNITED STATES HISTORY. 19 

From this time on, the topic or outline system 
is the best method. Let the outline follow some 
certain text in most part, but no one text-book 
'should be made to answer for the work now. In- 
vestigation should be made necessary, and the 
pupil taught to find his information from every 
source. He should learn to handle books and to 
know them. The outline system is a great help 
to this work. The outline found in this book will 
aid the teacher in making his own more perfect, it 
is ho^Dcd, but the writer, although the author of 
the '^ Outline," would not advise a blind use of 
it. On general principles, every teacher should 
make his own topic list for the lesson. He knows 
the needs of his class and the nature of his out- 
lines, and can fit the two together better. To re- 
peat the warning : Be careful hOw you use the 
*' cut and dried " methods of another. 

A good text-book is a very necessary aid to the 
best work. Of these, we are not overburdened. 
Indeed, when two books are named out of the 
many, many volumes written for text-book pur- 
pose, we have the number best adapted to school 
use. Others are too much mere compilations, the 
authors of which have not felt the true needs of a 
text-book on United States History. Certainly, 
in writing a text-book, an author is very much 
limited. He must have it of suitable expense, 
and that means not too large, nor too well arranged 
with maps. So something must be left out, and 
too often we leave out the important things. 



20 METHODS AND OUTLINES 

Facts and dates are important of course, but we 
should make them of secondary importance and 
put more time in on the life of the people, the. 
government, education, religion, manners and cus- 
toms, causes and effects, logical relationship, 
growth of institutions, development of great polit- 
ical and moral questions, science of warfare, influ- 
ence of geography, in short, development of church, 
state and people. Let these things be primary 
facts, and the others of less importance, and 
learned while studying the civilization of the people, 
and as they are needed to assist in this. While 
we have no text-books that actually do this, yet 
the teacher should make these things prominent. 
Johnston's History is, as far as the writer knows, 
the best text-book up to date on United States 
History. Montgomery is good. Both of these 
are superior to the otn^r works because they go 
into the developing process more than other books. 
Joseph's Institutional History is a good book for 
teachers and advanced pupils. But the real text- 
book of United States History is to be written. 

The above mentioned books, " Voice of the 
People," Johnston's American Politics, and Dic- 
tionary of American Politics, are a few of the 
books the teacher and pupil should have access to. 
There are manyother excellent works that will aid, 
and the teacher should fit his work to the books 
at hand. Encourage a wide use of books and 
maps. Do not forget the value of maps in the 
work here. Study all questions in connection 



IN UNITED STATES HISTORY. 21 

with their geography. A text-book slioukl liave 
good maps and plenty of them. 

A good division of United States History for 
study is tlie following, viz.: Discovery and Ex- 
ploration, 1492-1G07; Colonization, 1G07-177G; 
Continental Government, 1776-1789 and National 

Period, 1789 . Taking these up in the order 

given, each should be treated fully as its import- 
ance requires according to time at disposal. Com- 
paratively not much time need be spent on the 
period of explorations. Each nation should be 
taken up separately. The pupil should memorize 
the most important dates and explorers, and the 
land explored or discovered. Much of the work 
here will be a mere matter of memory and may 
be treated as such. It is a good exercise to have 
the student write in a given time, one minute or 
two minutes, all the dates he remembers and of 
which he can tell something, from 1492 to 1G07. 
In reviews, name the English explorers and give 
dates of explorations, and so on with the other 
nations. The teacher should also have a spelling 
exercise on the proper names of persons and places, 
and by all means use the geography. Give special 
study to the life of Columbus, also to the Indians. 
In a few days' drill, the class will have fixed these 
names, places and dates, and can leave them for 
the next step, which as a matter of history is very 
important, and should have every attention. 
Don't forget the value of reviews ; ever}^ day a few 



22 METHODS AND OUTLINES 

minutes should be used in fixing more certainly 
some point. 

Now the class is ready for the second period, 
Colonization, 1G07-1776. 

It is best to study the colonies separately, and 
to take them up in the order of their settlement, 
beginning with Virginia and ending with Georgia. 
Time, purpose, place, education, religion and 
government are the important points to learn. 
Many other things enter into the work here of 
course, but these are the leading facts to bring out. 
and by studying these facts and discussing them, 
most all other things of importance will be brought 
out. The boundary of each colony should be fixed, 
as should the claims of each of the nations and 
disputed territories. After going over each colony 
thus carefully and learning the particular features 
of each, they should all be taken and compared and 
contrasted, bringing out the like and unlike parts. 
Compare the Northern Colonies with the Mid- 
dle Colonies and with the Southern Colonies, also 
the Middle Colonies with Southern Colonies, in 
all the above points, as well as in their products, 
mode of living, nature of people, amusements, 
system of labor and manners and customs in gen- 
eral. Study the different laws made by each 
colony, and make an especial effort to get the ex- 
act government of each colony just before the Rev- 
olutions. Slavery, intemperance, the money system, 
banking, and trade, are all important. Now is the 
proper time to give attention to the influence of 



IN UNITED STATES HISTORY. 23 

the geography, climate, physical outlines, etc., 
and to the reasons of English success and French, 
Spanish and Dutch failures. Several religious 
sects should take our attention, the Jesuits, Hu- 
guenots, and Pilgrims especially. The Churchmen 
of Holland, Quakers, Catholics, Churchmen of En- 
gland, Preshyterians, Methodists, etc., are impor- 
tant. The Germans, Irish and Scotch form an ele- 
ment in the progress of the colonies. After this 
study , we at once see the pupil will have secured a liv- 
ing and personal idea of colonial life. He will have 
placed himself in close sympathy with it and 
studied its life from the standpoint of the colonists 
themselves. The teacher will feel amply repaid 
for any extra work it may have cost. Joseph's 
Institutional History of the Colonial Period is a 
good work on above points. 

In this period we have several wars that affect 
us more or less, but none of which need much at- 
tention except the French and Indian war. This 
is important from the fact that it is the final strug- 
gle between the two leading European nations for 
supremacy in the New World, and as such it 
should appear to the pupils. Here is a good 
place to emphasize that long fight and its results, 
also the results had the end been different. If the 
great Mississippi valley had been held by the 
French nation and the Jesuit missionary, what 
would have been the probable results? An excel- 
lent authority on this subject is Parkman's " Fifty 
Years of Conquest,' ' also " Montcalm and Wolfe," 



24 METHODS AND OUTLINES 

2 vols., by the same author ; sold by Little, Brown 
& Co., Boston, $1.50 per vol. No more critical 
period of our history lies anywhere in the four 
centuries of our discovery and life than in this 
struggle for the New World between the French 
and English. When the pupil sees and feels that 
this war means all this, he then can go into the 
war in its parts, taking up the battles. A good 
plan here is to take up first the objective or im- 
portant points for which the struggle must be 
made. Never study a war just for the sake of the 
war, but for its causes and effects. Again, never 
study a battle just for the sake of the battle, but 
for its causes and effects on the struggle at hand. 
So here Fort Duquesne, Crown Point and Ticon- 
deroga, Quebec, Niagara and Louisburg, all in 
the beginning of the struggle held by France, are 
not important in tliemselves, but are very impor- 
tant to the nations at w^ar, and these must be taken 
before France is conquered. Fort Duquesne is the 
key to all that territory in dispute, the Ohio and 
Mississippi valleys, which are lined with French 
forts and missionary posts from New Orleans to 
Fort Duquesne. This taken and the rest here is 
easy. The same way it should be shown that the 
party holding Crown Point and Ticonderoga holds 
the pass from Canada into New England, and that 
Niagara is the key to the lakes and a great fur 
region ; that Quebec is the American Gibraltar 
and the key to the St. Lawrence, while Louisburg 
controls the fisheries of the river and gulf. Stir- 



IN UNITED STATES PIISTORY. 25 

ring incidents are here, and American patriotism 
first finds a place in American history. 

In closing a war the teaclier should always be 
careful as to treaties, and in none more than in 
this one. Here we see France practically swept 
off the continent, Spain's territory made definite, 
and England reaching to the Mississippi and from 
Florida north into Canada. Holland long ago 
gave np her territory, and now the next struggle 
must be not for territory, but that greater thing, 
independence. Englishmen in old England 
against Englishmen in New England. This strug- 
gle comes next, and America is stronger for it be- 
cause of the days from 1754-03. 

The pupil here has government and war to 
watch. He should now know that the colonists 
in their colonial government liave well-developed 
governments, such as our state governments of to- 
day — two legislative houses and a governor ; some- 
times the governor appointed by king or propri- 
etor and sometimes elected by the people, as- was 
also the upper house, but the lower house always 
elective, and that tlirough the Revolution and 
after to this day no radical cliange has been made 
in our state governments in their form. (See 
Joseph's Institutional History.) Understanding 
this, the state governments may rest and the time 
be put on the national government during the 
Revolution on till 1789, when the constitutional 
period begins. Have the pupils understand why 
and how the Continental Congresses met ; how the 



26 METHODS AND OUTLINES 

delegates were appointed ; how long each Congress 
lasted and what each did ; how the second Conti- 
nental Congress became the national house during 
the war, made the Declaration of Independence 
and Articles of Confederation and otherwise con- 
trolled and governed as it had power. This is a 
very interesting as well as important topic, and 
should be understood. Here is the foundation of 
our government, or, rather, I would have the 
pupil see it so, for I would not, with a class of 
this kind, trace the principles farther back; but 
the teacher will teach the subject better if he can 
trace the underlying principles back to their origin 
in the Teutons of the Middle Ages. Let not the 
teacher sleep till he knows he can make his class 
see the old forefathers making political history 
just as it was fashioned out and the reason it was 
so fashioned. 

Understanding the government' now, we can 
pass to the war, and by careful, earnest study place 
in logical connection the causes of the war, dating 
ten years back, at least as far as the stamp act. 
In this one act of Parliament there is a good les- 
son. First, what was it? Then, what effect on the 
colonists? Study the colonial assemblies, the Na- 
tional Congress, the different organizations that 
grew out of the efforts of the people in their resist- 
ance. Note why the people resisted so bitterly 
and what effect all this had on Parliament, and 
then after its repeal that the people still resisted 
because of the declaratory act in the repeal, show- 



IN UNITED STATES HISTORY. 27 

ing that the people are not resisting taxation, but 
the great principle of non-representation — no voice 
in government. 

Now, the six years' resistance begins 1770. 
Parliament imposes commercial taxes, places Bos- 
ton under military government, and seeks to de- 
ceive the people on a tea tax. These were followed 
by resistance all along the coast, Boston Massacre, 
Boston Tea Party, Four Intolerable Acts, resistance 
in Philadelphia, Rhode Island, New York, Charles- 
town, etc., at last culminating in the First Conti- 
nental Congress, which petitioned the king, hop- 
ing he would lend his influence to the colonists in 
their fight with Parliament. Following on this 
are the Second Continental Congress and war. By 
this time, if all has appeared in its logical connec- 
tion, the pupil understands the causes of the war 
and knows whether or not he, too, would have 
fought the self -same battles. Now he may take 
up the battles and study them in their causes and 
effects. (See Frothingham's Rise of the Republic. ) 

Here, with the hope of assisting the teacher, the 
author will only relate what he has found to be a 
good plan, and give it very much as he would to 
a class. Lexington and Bunker Hill have been 
fought, it is supposed, and the pupil has passed 
over the ground on his map which he must always 
keep before him. Their causes are understood 
and their effects, and we stand with Washington 
overlooking Boston, held now, as for six years, by 
the British under military control. Howe is 



28 METHODS AND OUTLINES 

moving out under agreement that he shall not be 
disturbed, and in return agrees he will not burn 
Boston. Why this agreement ? Why did not 
Washington capture Howe if he was strong enough 
to driv.e him out, or Howe move out and take 
Washington if he was strong enough to make 
terms with him ? And why did Howe move up 
to Halifax ? First, Howe was not strong enough 
at this time to defeat Washington and he thought 
it a wise plan to retreat, if possible, till England 
should have time to reinforce him. This he could 
better do if Washington would not interfere. In 
turn, Washington could not take Howe without 
the latter burning Boston, as he threatened to do 
before he could bo captured, so the agreement was 
made that Howe rjhould leave unmolested and 
should not burn Boston. Then Washington 
marched into Boston and the first move was won. 
Howe retreated to Halifax because there were sup- 
plies and reinforcements, a kind of base of sup- 
plies for the British. Now England made her 
plans to subdue the colonies, and Washington 
planned to defeat their efforts. He was placed on 
the defensive. The plan of the British was a 
good one. Howe, the general, seconded by Clinton 
on land and Howe, tlie admiral, on the sea, was 
to move on New York, capture that place, move 
west towards Philadelphia and take that city, the 
seat of government. Burgoyne was to move south 
through New England and join Howe, thus cut- 
ting the north from the south, conquer it and 



IN UNITED STATES HISTORY. 29 

annex it to Canada, that it shall not have so much 
power politically. 

Washington must meet this, which he does, by 
placing his own army at New York and a second 
force north to head off Burgoyne. Washington 
retreated north, with the hope of drawing Howe 
north from Philadelphia and keep between him 
and Burgoyne. Then he went west in the famous 
'^ retreat " to protect Philadelphia. He captured 
Trenton and Princeton more to inspire and en- 
courage his men than for any other reason. The 
British, being somewhat checked, brought up their 
forces by the Chesapeake and up the Brandywine 
to Chad's Ford. Washington moved south of 
Philadelphia to head off this move, but was de- 
feated and driven back and the British moved into 
Philadelphia, where Washington attacked them 
soon after at German town, a suburb. Howe ac- 
complished his purpose, but w^hat of Burgoyne? 
Gates now had taken charge of the army in the 
north and succeeded in harrassing Burgoyne, cut- 
ting off his supplies, etc., till nothing remained 
but a surrender, and the decisive battle of the war 
was won by the Americans. This surrender 
should appear in full force to the student of the 
war. It is classed as one of the world's decisive 
battles. If England had won, what then? Then 
Burgoyne, unopposed, would have moved south, 
placed Washington between himself and Howe, 
forced a surrender, and practically ended the war 
then and there. But the Americans won, and 



30 METHODS AND OUTLINES 

what then? First France, on the strength of this 
victory, acknowledged the independence of the 
colonies. This in itself was helpful, but she soon 
went farther and made a treaty of alliance with 
them which meant everything. Now England 
had a strong foe at home to combat ; and this was 
not all. This alliance bringing on war between 
England and France called Spain into the strug- 
gle against England because of the natural enmity 
and because Spain, having great possessions on 
this continent, it was better for her that the col- 
onies should be independent than that England 
should join her with the heart and civilization of 
the New World. In the next year, 1780, Holland 
joined the alliance against England purely for 
commercial reasons. Holland had become a great 
commercial nation. She needed the Mediter- 
ranean, the waters along the coast of South Amer- 
ica and Mexico, and the Mississippi river. The 
great coast nations of Europe: France and Spain, 
with their colonies, were open to Holland if she 
joined the alliance and were not if she did not. 
To hold her industry unimpaired she joined an 
alliance that could not work her much harm. 

So this is the picture, at home England is at 
war with France, Spain and Holland. In her 
colonies she is at war with the Americans, who 
are assisted by the French. All this because of 
the victory over Burgoyne. Hope is a glimmer- 
ing star in the distance^ steadily growing brighter 
from how ou. 



IX UNITED STATES HISTORY. 31 

The French fleet coming over, Clinton, who had 
succeeded Howe, now ordered the troops back to 
New York where they could co-operate with the 
English fleet. Washington followed and at- 
tacked the British at Monmouth and then settled 
his army down around New York to watch Clinton, 
and keep him inactive if possible, which he did 
the remainder of the war, till Yorktown, three 
years, 1778-1781. 

The scene now changed. All hope of subduing 
the North was given up, and the war was carried 
to the South, for as the British said, *'A half loaf 
is better than none." Now the pupil should fol- 
low the movements of the two armies, keeping the 
map before him, and always ready to tell why 
each move was made and each battle fought until 
Cornwallis was ordered by Clinton to move to the 
coast, somewhere convenient to New York, as the 
French had sent over another fleet, and the land 
forces were wanted on the coast to co-operate with 
the English fleet if necessary. Cornwallis left 
Lord Rawdon in the South and went to Yorktown 
with his army. Now began a series of brilliant 
movements. The French fleet prevented the Eng- 
lish from sending assistance to Cornwallis by sea. 
Washington ordered a part of the forces in the 
South to come up to Yorktown, and by a series of 
strategies made Clinton believe he was preparing 
an attack on him while he was planning a move 
on Yorktown. When too late, Clinton saw his 
mistake and started north to draw Washingtoi) 



32 MKTFIODS AND OUTLINES 

after liim, but failed. He could not reach Corn- 
wallis by land without passing through Washing- 
ton's army. He could not by sea for the French 
fleet. Cornwallis could not leave Yorktown for 
the same reasons. The great Revolutionary 
''Chess-board" was near the last move. Corn- 
wallis, the king of the board, had no other move, 
he was undefended. He could only surrender, 
and this he did. The rest is soon told, practically 
this ended the game. Peace had come and a new 
star had risen in the constellations of the w^orld's 
great nations. 

Let the pupil now understand the government 
through this period, the change from the Articles 
of Confederation to the Constitution, and we are 
then ready to begin the National period. A few 
days should be spent on the Constitution that the 
pupil may certainly know the principal points in 
the three departments: executive, legislative and 
judicial. (See Any Civil Government andFiske's 
Critical Period. ) 

Beginning with Washington, it will be found a 
good plan to take up the administrations in their 
order, discussing the topics under each as it seems 
profitable; but the teacher should be sure that the 
history is kept together in its connections. The 
pupil should see the banking system as a whole, 
and understand its parts as well, the admission of 
states in their order should be memorized, polit- 
ical parties should be traced, and the principles 
understood. Slavery should form a well connected 



IN UNITED STATES HISTORY. oS 

story in all its causes and effects, the tariff the 
same, and the money system in all its phases 
studied. Draw out the difference between the 
banking system of the first forty years of our na- 
tional history and the present system. Study also 
the state, private and corporation banks. Bring 
out all the above topics in all their causes and 
effects from the first to the present. If possible, 
have present in class, bills showing the nature of 
currency, state and ''Wildcat." Especially with 
the currency of the present should the pupil 
familiarize himself. The ''bank note," "silver 
certificate," "gold certificate," "greenback" and 
* ' treasury note, "the different currency of the pres- 
sent, should be understood in their origin, value 
and security. All this done and the pupil becomes 
a citizen understanding his government. Nor is 
this too much to ask the teacher and pupil to know. 
Of course, many minor matters will fasten them- 
selves to all these questions, and by the time the 
work is finished all important matters will be un- 
derstood. The teacher should feel that history is 
to be understood, not merely memorized. The dif- 
ferent wars, of course, will play a part in the work 
on administrations. It will not require much time 
to dispose of the War of 1812 and the Mexican 
War. Use the same methods here as in the Rev- 
olution, and notice carefully treaties. In this con- 
nection, it is proper to speak of the different set- 
tlements and extensions of our boundary lines. 
3 



34 METHODS AND OUTLINES 

This is too important to receive but a passing 
notice. Keeping in mind our boundary in 1783, 
the growth should be a matter of care to the class. 
(See Institutional History.) 

The one great fact in the national period is the 
Civil War. The most difficult subject in United 
States History to teach and the least understood, 
perhaps, by the teacher, mainl}^ because we are 
likely to feel there is nothing in a war to under- 
stand. It is all memory/. Battles! Battles! Battles! 
What is there to understand ! There is the place 
we make our mistake. There is much to under- 
stand, after which there will be little necessity for 
memorizing. With causes that date back to our 
beginning as a nation, with effects that never shall 
be erased in time, with the pent-up history of our 
existence bursting forth in shot and shell, a race 
freed, a doctrine in government, one thousand 
years old settled, millions of lives lost and money 
spent, what is there not to understand ! Shall 
it take another century to find out its true mean- 
ing? It need not. Get into the struggle with the 
class and work your way out, and some idea of 
the bloodiest war in history will present itself. 
It is supposed, of course, that the great questions 
of slavery, tariff and ''states' rights" have all 
been carried down to the civil war period, and that 
the pupil already sees sufficient cause for war ; 
that peace is not possible, and that war, and war 
alone now can settle the old, old questions and 
make the states a true union. 



IN UNITED STATES HISTORY. 35 

Parties having been carefully studied, the ques- 
tions as they appear in politics are also under- 
stood. From Jackson to Lincoln, the careful 
student has met with difhcult things in our his- 
tory. All outside reading matter possij^le should 
be used. ''Life of Clay," ''Life of Webster," 
"Webster's Speeches, ' ' Rhodes' "History of United 
States from 1850 to 1860," "Voice of the People," 
"Houghton's American Politics," Stephens' "His- 
tory of the Civil War," are all good books, any 
of which the pupil would do well to read. The 
teacher should certainly do so. If the teacher will 
master his work once, he will not need to do so 
again. Forgetting comes from not understanding 
in a great degree. 

Taking up the war proper, the class should 
drill on Buchanan's administration that it may 
learn the steps leading directly to the event. 
Here the parties of the campaign of 1860 should 
be studied, that the pupil may know the policy of 
the time, and also the direct result of the election 
and why it so resulted. South Carolina, Missis- 
sippi, Alabama, Florida, Georgia, Louisiana and 
Texas seceded just after the election, and because 
of the success of Lincoln. The other seceding 
states had a different motive. These states called 
a convention for the purpose of regulating the 
question at issue, and when the power had thus 
passed from the hand of the people into the hand 
of the convention, the people had little directly to 
say concerning disunion, though they manfully 



36 METHODS AND OUTLINES 

followed the lead of the delegates through a strug- 
gle unparalleled in history. The teacher and pupil 
must here free their minds of prejudice and look 
upon the struggle as students deserving only to 
know the .truth ; this, prejudice can never teach, 
especially is it necessary that the teacher be not 
known for his politics or religion in teaching his- 
tory. All questions should have their due weight. 
In the Civil War the teacher must be neither 
North nor South, Democrat nor Republican, but 
an American citizen teaching the bitter struggle 
of his great country. 

When the delegates elected by the people to the 
state conventions met they decided to hold a na- 
tional convention at Montgomery, Ala., and dele- 
gates were sent by the different state conventions. 
All the above states had now passed ''ordinances 
of secession" and all sent delegates to Montgom- 
ery immediately except Texas, which sent later. 
Here the Confederate States of America were 
formed and Jefferson Davis and Alexander 
Stephens elected provisional president and vice- 
president, and a provisional constitution was 
made, to stand till a permanent one could be 
formed or till one year from the inauguration of 
the president, whichever should first occur. In 
this constitution all legislative power was vested 
in the Montgomery Convention, as was also the 
executive power until the president should be in- 
augurated. It provided that the president should 
be elected for one year or until the provisional 



IN UNITED statp:s piistory. 37 

government shall be superseded by the permanent. 
He was to be elected by the convention by ballot. 
The permanent constitution, which was finally 
adopted February 22, 1862, and under which Mr. 
Davis and Mr. Stephens were elected president and 
vice-president, changed many things in the provis- 
ional constitution. Two houses of Congress were 
organized with much the same powers and duties 
as under the United States Constitution, and were 
elected the same. The president and vice-president 
held office for six years and were elected same as 
the United States president. In all things except 
slavery, state rights and tariff the Confederate 
Constitution agreed very nearly with the United 
States Constitution. Slavery and state rights w^ere 
the corner-stones of the confederation, and a pro- 
tective tariff was made impossible. 

The above brief survey of the Confederate Gov- 
ernment is given here, somewhat out of place, per- 
haps, that the teacher may be sure to make it a 
part of his work and enter on the study of the war 
with an understanding of both governments. 

This being finished, the pupil may now begin 
on Lincoln's administration, where the different 
steps will soon bring him to the declaration of war 
by the Montgomery convention. Fort Sumter was 
fired on soon. It being a southern fort made it 
very necessary for the South to secure it. Up to 
this time and after, the South had the advantage 
in the struggle on land, as most of the leaders of 
the army from the South had resigned and gone 



38 METHODS AND OUTLINES 

home to take part with their state, but on the sea 
it was different. Many naval officers remained 
with the Union and fouglit so througli the war 
even against state and sometimes against brother. 
When the Confederacy fired on Fort Sumter and 
it was forced to surrender, tliough defended so 
heroically by a southern general, the Union made 
a call for troops to put down the rebellion. This 
call being met easily and preparations for war be- 
ing made rapidly by the Union, resulted in four 
more states seceding, viz., North Carolina, Ten- 
nessee, Arkansas and Virginia. These seceded, 
not because Lincoln was elected, but because the 
government intended to make war on sister states 
for seceding, claiming that while it was best to be 
in a Union, no part of the states had a right to 
force any other part to hold to the Union. 
Through sympathy and the doctrine of state 
rights the states joined their fate with the Con- 
federacy, making now eleven. Kentucky, Mary- 
land and Missouri voted to remain neutral, but 
found to their sorrow that there was no such place 
to fill in the awful contest at hand. So' each sent 
soldiers to both armies, but all remained in the 
Union. Missouri voted itself out, but was forced 
back by the people of the state. Mr. Lincoln is- 
sued his Blockade Decree, closing the ports of the 
South, which the South, looking upon itself now 
as an independent government, considered an in- 
ternational question, and immediately declared 



IN UNITED STATES HISTORY. 39 

war. Now the curtain rises, and before it falls 
four acts are played, in which a million men die 
and blood flows like water. 

The pupil here enters on his most difficult part 
of United States history. I shall tell the story as 
I would present it to the class, and hope it may 
help many over this most difficult period. Here 
by all means do not forget the value of the maps. 
Trace out every movement of both armies, locate 
all battles and learn the causes and effects of each. 
It will be helpful to follow each division of the 
Union army through tlie entire war, thus keeping 
a connected story and making it more easy to re- 
member. 

Twenty miles below Washington is the ill-fated 
field of Bull Run, twice the defeat of the North. 
Below is a confident southern army looking towards 
Washington and the North. Above is a careless 
and confident army that shall seek to defend 
Washington and prevent an invasion of the North 
and also capture Richmond. The result is well 
known. The North has learned a bitter lesson; 
the South has hers put off four years, but it is 
only more bitter when learned. 

General Scott, who had fought through two 
wars, was made major-general in the war of 1812 
and lieutenant-general in 1859, was general-in- 
chief of the Union army, and soon resigned after 
the battle of Bull Run. General McClellan took 
his place with the title of major-general. General 



40 METHODS AND OUTLINES 

Beauregard was general-in-chief of the Confederate 
forces, and had charge of the forces in person at 
Bull Run. The remainder of 1862 was spent by 
the two armies in organizing and drilling magnifi- 
cent armies. Now all knew a terrible war was 
just ahead. 

To conceive the line held by the Confederate 
army the beginning of 1862, take the map and 
trace a line across the country from the Missis- 
sippi, Island No. 10, and Columbus to Forts 
Henry and * Donelson, Bowling Green, Mill 
Springs, Cumberland Gap, east to Bull Run and 
the coast. In the west and center this line was in 
command of Albert Sidney Johnston. It was the 
purpose of the Union to break this line, open the 
Mississippi river and take Richmond. General 
Halleck was made department commander of the 
west, General Grant had a small army of 15,000 
men at Cairo, and General Buell was in Central 
Kentucky with 100,000 men. In the east was 
General McClellan with 200,000 men, a magnifi- 
cently drilled and equipped army. General 
Joseph E. Johnston, general-in-chief of the Con- 
federate army, had command in person here, and 
Beauregard was in the west under General A. S. 
Johnston. The Johnstons have stationed their 
men on the military chess-board and placed them 
well. McClellan, seconded by Halleck, and he by 
Grant and Buell, must take the "king." Rich- 
mond is the " king." To do this the line must be 
broken and the Mississippi opened. The place to 



IN UNITED STATES HISTORY. 41 

strike it, concluded McClellan, Halleck and Grant, 
was at Fort Henry. Broken here, the center must 
retreat south to cover its base of supplies at Cor- 
inth and to get nearer the Mississippi, also to pro- 
tect the railroad running from the west across to 
Atlanta, carrying supplies to the east from the 
great southwest. Grant moved on Fort Henry, 
which escaped across the country twelve miles to 
Donelson, which, after a siege, surrendered to 
Grant with 14,000 prisoners February 12^ 1862. 
The line was broken. The whole line moved back 
into Tennessee, and Corinth was made the point 
of warfare by both armies, it being the base of 
supplies for the southern army ; but before reach- 
ing this there must occur the first great battle of 
the war — Shiloh. Grant's army, increased to 
40,000 men, moved by boat up the Tennessee 
river and camped at Pittsburg Landing. Buell 
was ordered to join him. Tennessee was now 
under military government, with Andrew John- 
son as military governor. To prevent this junc- 
tion of Grant and Buell, General Johnston resolved 
to surprise Grant and defeat him before Buell ar- 
rived. The surprise was made and the Union 
army at first suffered the disadvantages, but was 
saved by the gun-boats. That evening, April G, 
1862, Buell arrived and the Confederate army was 
driven from the field, with their great commander, 
A. S. Johnston, killed. Beauregard took command. 
The victory was claimed by both armies, but the 
Union army held the field, and no doubt had the 



42 METHODS AND OUTLINES 

advantage, though it lost the most men, 13,000, 
against 11,000, and had the most, 57,000, against 
40,000. General Halleck now took command in 
person and proceeded to Corinth, the great rail- 
road center, defended hy Beauregard. As Halleck 
advanced, Beauregard evacuated and Corinth fell 
into the hands of the Union. In the meantime 
New Orleans had fallen. Island No. 10 was 
taken, and Memphis, so that the Mississippi river 
was open south to Vickshurg, and north to Port 
Hudson, about 100 miles, in a straight line below 
Vicksburg. The west had done its work well. 
Now trace the line on the maps and it will be 
found in the southern boundary of Tennessee. 
But the war was not over. It had merely begun. 
Go now to the center with Buell opposed by Bragg. 
Grant is near Vicksburg, where we leave him 
this year, having failed to take the city, it be- 
ing on a bluff so high gunboats could not reach 
it. Bragg, who had superseded Beauregard as 
commander of the Confederate army in the west, 
resolved on a bold stroke, to invade Kentucky 
and hold it for the South. Louisville was the 
goal ; the race began and Buell reached it one 
day in advance. Bragg stopped, remained in Ken- 
tucky about a month, plundering, and then turned 
south, pursued by Buell, when Perry ville was 
fought; an indecisive result, though the Confeder- 
ates escaped to Chattanooga, with their entire 
booty, forty miles in length. For this Buell was 
removed and Rosecrans placed in charge at Nash- 



IN UNITED STATES HISTORY 43 

ville. Again Bragg started north and Rosecrans 
met him at Murfreesboro and drove liim back into 
Chattanooga, where we leave tlie armies watching 
each other at the close of the year. 

In the east things have gone worse. Almost 
constant fighting has been kept up. General Mc- 
Clellan, with his magnificent army, moved against 
Richmond. He moved by boat to Fortress Mon- 
roe to escape the rivers and swamps and forti- 
fied Confederates by land. General McDowell was 
left with a part of the army at Fredericksburg, 
and Banks in the Shenandoah valley to protect 
Washington. 

General Johnston moved south rapidly to protect 
Richmond. Yorktown was the first fortified place 
between Fort Monroe and Richmond and was at- 
tacked. From here the army moved to Williams- 
burg. The Union gunboats held the James to 
within eight miles of Richmond. The Confed- 
erates were now back in the intrenchments of 
Richmond. McClellan placed his army on both 
sides the Chickahominy to be near McDowell, pro- 
tect Washington and also attack Richmond. The 
river rising, placed the army in bad position, and 
thus divided, Johnston attacked the division on 
the Richmond side at Seven Pines and Fair Oaks. 
Johnston was wounded at the latter place and Lee 
took his place and kept it the rest of the war. Just 
here the Union army was outgeneraled. Jackson 
threatened Washington and Stuart made a raid 
around the Union army, doing much damage. 



44 METHODS AND OUTLINES 

McDowell was called back nearer Washington, and 
McClellan's plan was balked. He was left alone 
to extricate himself, with his army divided. Lee 
ordered Jackson back to Richmond and prepared 
to strike ]\lcClellan north of the Chickahominy and 
cut him off from his supplies on the York. This 
was attempted at Mechanicsburg and Gaines Mills, 
in the seven-days' battle. Now McClellan moved 
to unite his army by moving south to the James. 
In this retreat be fought at Savage Station, Frazier's 
Farm and Malvern Hill, where he succeeded in 
uniting his forces. Pope, in the meantime, had 
taken charge of the forces near Washington, and 
Lee sent Jackson north to attack him, where again, 
on the Bull Run battle-field the Union forces were 
completely routed. Several changes were made in 
the officers along here. Halleck was made general- 
in-chief of the armies in place of McClellan, who 
was blamed for his slowness at Antietam. Grant 
was made commander of the department of the 
west, and Burnside took charge of the Army of the 
Potomac. Halleck was moved to Washington as 
advisory chief, where he remained during the rest 
of the war, and is no more in the field. He be- 
came chief-of-staff when Grant was made lieuten- 
ant-general. Going back a little, McClellan, after 
the Bull Run defeat, was ordered north by boat. 
Lee followed and joined Jackson. McClellan took 
charge of the forces around Washington, and Lee 
moved to invade the north. McClellan pressed 
closely after and forced a fight at Antietam, where 



IN UNITED STATES HISTORY. 45 

Lee was forced to give up his plan and turned 
south again. Here McClellan was censured for his 
slowness, and Burnside took charge. He attacked 
Lee at Frederickshurg, mainly because the War 
Department ordered it and the North clamored for 
a battle. Burnside knew he would be defeated, 
as the South had every advantage. So it was, and 
Joseph Hooker took his command. 

Going to the west, Grant had taken Vicksburg 
and moved to Chattanooga, where an interesting 
move had been made. We left Bragg shut up in 
Chattanooga by Rosecrans. Now Rosecrans is 
shut up by Bragg. Why this change ? Bragg 
skillfully moved out of Chattanooga south-east 
in hope to draw Rosecrans after him. The ruse 
succeeded. Bragg turned on Rosecrans at Chicka- 
mauga and drove him back into Chattanooga and 
fastened him in, where he was almost forced to 
surrender before he was reinforced by Grant. 
The battle of Chattanooga was a victory for the 
Union and Grant went east to take charge of the 
Army of the Potomac, with full charge of all the 
armies in the field. Sherman was left to oppose 
Bragg, who retreated south to Dal ton, Georgia, 
where General Johnston was put in command. 
Thus we leave 1863 with the advantage very much 
in favor of the Union on land, though on sea no 
great gains had been made. 

The year 1864 opened badly for the South. It 
had but two great armies, Lee's 62,000 men, John- 
ston's 75,000. Grant was against Lee with 116,- 



46 METHODS AND OUTLINES 

000 men and Sherman against Johnston with 100,- 
000 men, and a united effort was to be made. The 
South was now drafting men between 18 years 
of age and 45, and none but women, children 
and old men were left at home to do the work. 
No ca'ttle could come in from west of the Missis- 
sippi, as the railroads were destroyed. Grain could 
not be sent from Virginia and Tennessee, as now 
the Union army was strong there. Sugar could not 
come from Louisiana, nor salt from the coast. No 
cotton could get out on account of the blockade. 
Paper money was so plentiful that now it was 
practically worthless. The soldiers were poorly 
fed and clothed. It was a hopeless effort, but the 
Southern army met it all bravely and fought des- 
perately. The war was now one great siege. 
Grant ordered a concerted move, and Sherman 
drove Johnston back into Atlanta, where Hood 
succeeded him and was defeated. From Atlanta 
Sherman began his famous ''March to the Sea," 
and entered Savannah at the close of the year. 
Grant began pounding at the Wilderness, and 
kept it up down through Spottsylvania, Cold Har- 
bor, into Petersburg, where we leave him at the 
close of the year. Sheridan had destroyed the 
Shenandoah valley, and Hood was destroyed at 
Nashville by Thomas. Mobile Bay had surren- 
dered. In spite of treason at home, bad condition 
of currency, and the lassitude of many leaders, 
the end was now in sight. Take the map. Sher- 
man was at Savannah ready to march north. 



IN UNITED STATES HISTORY 47 

Grant was at Petersburg, the last defense of Rich- 
mond, twenty miles south. Lee was in Richmond 
and Johnston between Sherman and Grant. Pe- 
tersburg fell early in 1865, and Richmond, the 
''King'* on the chess-board, soon after. Lee 
sought to escape to the mountains, join Johnston, 
and prolong the war, for every delay now was dan- 
gerous to the Union; minutes, even, were precious. 
Sheridan was sent across the country to head off 
Lee, and Grant followed closely Lee's army out of 
Richmond. At Appomatox Sheridan was in front 
and Grant behind; there was nothing to do. Lee, 
the magnificent general, surrendered to a man, 
generous to a fault, the great citizen-soldier, U. S. 
Grant. A few days after Johnston surrendered to 
Sherman, and the drama was over, the curtain 
dropped. May it ever hide strife and disunion ; 
may it always portray patriotism and peace. 

The above is the skeleton work for the Civil War. 
Causes and effects are kept prominently before the 
class, the teacher should fill in much. It is hoped 
only to give an idea of the war as a whole in such 
a manner as the author has found successful be- 
fore many classes. It is hoped it will prove inter- 
esting and instructive. After the war the great 
question was the coming back into the Union of 
the seceded states. The class should study this 
fight carefully, together with the new amendment 
to the constitution. Give the reconstructive policy 
careful attention. In the recent administration 
look to the work of tariff and money legislation. 



48 METHODS AND OUTLINES 

In these the teacher has an excellent opportunity 
to bring in current events and make the pupil a 
student of history as it is made. Bring the work 
down to the day of recitation and make good use 
of the newspaper. The author closes as he began 
— use what is said, don't appropriate it blindly or 
unquestionably. ''Learn, then teach." ''Inde- 
pendence forever" should blaze from the shield of 
the teacher. Be yourself. 



IN UNITED STATES HISTORY. 49 



HISTORY. 



In the following outline references to books are made where the infor- 
mation is found best in some book not a regular text-book. If no refer- 
ence is given, the topic is explained in any ordinary text-book. 

1^ Definition. 
2=^ Periods. 
1^ Ancient. See Myers' General History, Ginn & Co., 
Chicago, 11.50. 

P Time— Earliest time to 476 A. D., Fall of Rome. 
2" Leading countries —Egypt, Babylonia, Persia, Greece 
and Rome. 

2^ Mediaeval. (Myers' General History.) 
1° Time — 476 — 1492, discovery of America. 
2° Leading countries — It is a time of constant change. 
France, Germany and England have their origin in this 
period, but do not become great as they are to-day. Spain 
has been held most of the time by the Mohammedans, but by 
1500, Ferdinand and Isabella have driven them out, and Spain 
is the leading nation of Europe. Russia is only a great do- 
main of barbarous tribes with scarcely any government. 
France stands next to Spain in importance. 
3° Knowledge. 
l** Geography. 
2"^ General. 
S^ Modern. 

1" Time— 1492 to present. 
2° New World. 

l*^ Discovery. (Fisk's Discovery of America, Hough- 
ton & Mifflin, Boston, 2 vols., |4.) 
1* Obstacles. 
1^ Mental— Belief of shape of the world— super- 
stition, etc. 

2^ Physical— Lack of good equipments and prece- 
dent. 



50 METHODS AND OUTLINES 

2® Reasons for believing in a new world. 
3^ Causes leading to discovery— The dark ages are 
ending and men were expanding mentally. The crusades had 
widened men's views. Books had been written. So daring 
an attempt was only in keeping with the spirit of the times. 
(Myers' General History.) 

4'' Northmen— 874, Iceland; 986, Greenland; 1000, 
Vineland, somewhere on Massachusetts bay. (Fisk's Dis- 
covery of America.) 

5^ National interest. 
1* Spain, 
is Standing among nations — Greatest. (Myers' 
General History.) 

2s Internal affairs — At war with the Moors. 
3^ Discoveries and explorers. 

I'' Columbus— 1492, 1493, 1498, 1502. 
(To save time and space it will be understood that under 
each explorer's name, such and kindred questions shall be 
asked as come under the topic, Columbus. The teacher may 
suggest others.) 

1' Nativity and early life. 
2' Voyages. 
1^ Object. 
2^ Time of each. 
3J Result of each. 
3' Death— 1506. 
2^ Ponce de Leon— 1513, Florida; 1521, Set- 
tlement, Fountain of Youth. 

3^ Balboa— 1513, Pacific ocean. 
4*^ Cortez— 1519-21, Conquest of Mexico. 
(See Prescott's Conquest of Mexico, Lippincott Co., N. Y., 
11.50.) 

5^ Narvaeth — 1528, conquest, drowned at 
mouth of Mississippi river. 

6'' De Soto — 1539-1542, Mississippi river, con- 
quest. 

7*^ Melendez— 1565, St. Augustine. 

8*^ Magellan— 1519-1522, around the globe. 

9*^ Piz^rro— Conquest of Peru, 1531-33. As- 



IN UNITED STATES HISTORY. 51 

sassinated at Lima, 1541. A cruel, perfidious wretch. His- 
tory has no sadder story than the destruction of the Incas by 
Pizarro and his associate cut-throats. See Prescott's Con- 
quest of Peru, Lippincott Co., $2. 

10*^ Espejo— 1582, Santa Fe. 

11^ Vespucius~1497, 1499, 1501, geographer 
and pilot. 

12'' Gomez — 1525, gold, Labrador to Florida, 
kidnaping expedition and conquest. 

IS'' De Ayllon — 1524, Northwest passage; 
1526, San Miguel on the James river; negro slaves. 

14'' De Vaca — Survivor of Narvaeth's voy- 
age ; captured by the Indians ; carried to Gulf of California. 

IS*" Coronado — 1540, conquest, grand canon 
of Colorado river. 

16'' De Gama— 1497-1499, around Cape of 
Good Hope and accomplished Columbus' object. This made 
Columbus very unpopular, since De Gama had succeeded 
where he had failed. Columbus made his fourth voyage to 
redeem himself. 

17'' Cabrillo — Pacific coast to Oregon, 1542. 
4^ Claims — South America, Mexico, Florida, 
and west of Mississippi river. 

5^ Disputed Claims— France and England in 
Mississippi valley. 

6^ Purpose — Conquest. Compare with France 
and Holland, and especially England. Here lies the key to 
future history on the American continent. 

7s Kesult— Vast territory, but little gain to the 
world, if not a positive injury. See Parkman's Montcalm 
and Wolfe, Little, Brown & Co., Boston, |3. 00. 

8^ Line of Demarkation — A meridian 370 
leagues west of Cape Verde islands, adopted 1494 by the Pope 
as the line between the possessions of Spain and Portugal ; all 
east, now discovered or to be discovered, should belong to 
Portugal, all west to Spain. This is why Brazil became a Por- 
tuguese possession and all the rest of South America Spanish. 
Cabral discovered Brazil in 1500. 
2^ France. 



52 METHODS AND OUTLINES 

1« Standing — Second to Spain. (General His- 
tory — Myers.) 

28 Internal affairs — Huguenot wars. Wars 
with England and a gradual increase in strength and wealth. 
War with Spain also. 

3^ Discoveries and explorers. 

2^h Yerrazani — 1524. A Florentine, North Car- 
olina to Maine, capture Spanish ships filled with gold. 

2*" Cartier— 1534, St. Lawrence. 

3"" Ribaut— 1562-65. Settlement for Hugue- 
nots, destroyed by Menendez, 1565. (Huguenots' Emigration 
to America, Baird— Dodd, Meade & Co., Boston, |3.50.) 

4'* Champlain — 1608, Quebec. Governed Can- 
ada till 1635. A great and good man. 

5^ Jesuits— 1611-1763. Many of them. A 
wonderful organization in its sacrifice and zeal. St. Lawrence 
and Mississippi. (Jesuits in America— Parkman ; Little, 
Brown & Co., Boston, |1.50.) 

6^ Gourges — 1568. Avenged the Huguenot 
settlement. 

7** Demonts — 1603. Fur trade in Canada. 

8'^ Potrincourt — 1607. First permanent 
French settlement, Port Royal. 

9*" Laudoniere — 1564. Settlement on St. 
John's river. 

10^ Deny s— 1506, discovered Gulf of St. Law- 
rence. 

4^ Claims — St. Lawrence and Mississippi val- 
leys and all tributaries. 

5^ Disputed claims — England and Spain in the 
Mississippi valley. 

6^ Purpose — Missionary work, largely the work 
of the Jesuits to convert the Indians. The fisheries and fur 
trade were incentives. 

76 Indian enmity — Made enemies of the Iro- 
quois, which fact finally ruined French plans in the New 
AVorld. 

88 Result— No lasting benefits. The French 
and Indian war happily ended the Jesuit cause in Amer- 
ica. It decided whether America was for homes for millions 



IN UNITED STATi:S HISTORY. 53 

of free people or for religious fanaticism and rule, wasting its 
energies on the Indians. See Montcalm and Wolf© — Park- 
man. 

3^ England. 

is Standing — Third rate power, but rapidly 
moving toward the front. (Myers' General History.) 

2s Internal affairs— Wars with France and 
Spain, and some civil strife. 

3° Discoveries and explorers — 1497-1607. 
1*^ Cabots— 1497-98. North American coast. 
2'^ Frobisher — 1576, Northwest passage. 
3*" Drake — 1579, around the globe. 
4'' Gilbert — 1583, settlement. 
5^^ Raleigh— 1584-87 settlement. 
G^ Gosnold— 1602. Cape Cod, shortened the 



route. 



valley. 



7'' Hawkins— 1560. Slaves to West Indies. 
4' Claims — Atlantic coast. 
5^ Disputed claims — Mississippi valley and Ohio 



6^ Purpose — Homes. 

7^ Result— American nation of to-day. 
4*' Holland. (Myers' General History, and Mot- 
ley's Rise of Dutch Republic.) 

IS Standing— Became independent 1619. Be- 
longed to Spain before for a long time ; became a great com- 
mercial nation. 

2^ Internal affairs — Rapid development com- 
mercially. A long, hard war for independence. 

3' Discoveries and explorers — Hudson — 1609. 
Sent out by East India Company. Holland was then fighting for 
her independence from Spain. England gave some assistance 
to her, and Hudson, an English sailor, was sent out to destroy 
Spanish commerce and sail to Singapore and Malacca. He 
sailed into the Hudson river, as he named it, thinking he 
would reach the Pacific, but discovered his mistake. He 
noticed the great value of the territory for fur trading, and 
gave up his intended project and began trading. In 1613-14, 
trading posts were established. 



54 METHODS AND OUTLINES 

4^ Claims — fludson and Delaware valleys. 
5^ Disputed claims — England. 
66 Purpose — Trading posts. 
7^ Result— Nothing definite or lasting. 
2* Settlements. 
1^ Colonies. 
1*^ Virginia. 
IS Time— 1607. 
2' Object— Settlement. 

3^ Size of territory — Atlantic coast, Maine to 
Florida. 

4^ Neutral lands. 

5^ Authority — London Company. (Give full 
description of company.) See Institutional History of Co- 
lonial period, Joseph. Indiana Publishing Co., ^Danville, Ind. 
6s Government— Charter to 1624. Royal to 
1776. except short period. See Institutional History, Joseph. 
1** First charter. 
1' Time— 1607. 
2' Provisions. 

V Governing power — King, through su- 
perior and inferior council appointed b}' him. 
2J Rights. 

1'' King— One-fifth of gold and silver, 
and one-fifteenth copper. 

2*^ Compan}' — No political rights. All 
produce, except the living of the colonists, one-fifth gold and 
one-fifteenth copper. 

3'^ People— No political right. A liv- 
ing; property in common. 

3J Religion — Established Church of Eng- 
land till after Revolution. See Institutional History— Joseph. 
4J Education — Private schools, rich men's 
sons sent to England for higher education. It was so till after 
the Revolution. William and INTary's College, 1692, not now 
in existence. See Institutional History — Joseph. 

5* Law.s — Against non-church going, 
swearing, gambling, Sabbath-breaking, etc. See Institutional 
Historv. 



IN UNITED STATES HISTORY 55 

3' Effect— Failure. AVhy*? 
2'' Second charter. 
1' Time— 1609. 
2' Changes — Governor instead of inferior 



council. 



3' Starving time. 
4' Effect— Failure. Why? 
3*^ Third charter. 
1' Time— 1612. 
2* Changes. 

IJ King — Gives up all power to company. 
2' Company— Have all power. Superior 
council and governor. 

3^ People— Till 1619 no added power. 
May own land. Communism ceased. Each man must pay 
two barrels and one-half of corn to the company annually ; all 
else was his. 

4J Great charter — 1618. Allowing repre- 
sentative rights. 

5J Assembly. 
& Constitution. 
3' Indian trouble. 
4' Slavery. 

5' Effect — Great satisfaction and pros- 
perity. 

4'' Royal. 

1' Time— 1624. 
2' Cause. 

3* Change — People, none. Company de 
stroyed. King appointed governor and upper council. 

4' Effect — Heavy taxes, parties, Bacon's 
rebellion, dissatisfaction. 

7" Population— 1607, 105 persons, 1619, 4,000 
whites; 1775, 560,000. 

8^ Products— Tobacco in chief; by 1670 raised 
12,000,000 pounds annually. 

9' Occupation — Plantation life. See Institu- 
tional History — Joseph. 

10^ Citizenship— ^Property value and church of 
Englishmen. 



56 METHODS AND OUTLINES 

2^ Massachusetts. 
1« People. 
Ih Pilgrims, 

1' Colony— Plymouth. 

l-* Object — A place to preserve English 
customs for their children. 

2J Time— 1620. 

3J Place. 

4J Authority — Council of Plymouth. 
Were to settle farther south. Why? 

5' Government— Democratic. See Insti- 
tutional History — Joseph. 

6J Eeligion — Congregationalism. See In- 
stitutional History. 

7J Education — Free schools. (Describe.) 
See Institutional History. 

8J Citizenship — Church members and 
also a property qualification. 

2' Religious doctrine — Separatists. (De- 
scribe.) 

2^ Puritans. 

1> Colony — Massachusetts Bay Colony. 

V Object — Greater freedom in religion. 

2J Time— Territory bought, 1628. Settled, 
1629. 

3J Place. 

4J Authority — Council of Plymouth. 
(Explain.) 

5J Government— Democratic; later, Re- 
publican. Both colonies in one. Charter, people elected gov- 
ernor and both houses. Royal, 1684. King appointed gov- 
ernor; remained so till the Revolution. See Institutional 
History. 

6J Religion — Very intolerant, only Con- 
gregationalists allowed. Under Royal, all except Catholics 
allowed. 

7' Education — Free school system. Har- 
vard College, 1636. (Describe.) See Institutional History. 

8J Citizenship — Church members and 
property qualifications. 



IN UNITED STATES HISTOPvY. 57 

9J Population— 1630, 300 persons ; 1640, 
3,000; 1670, 8,000; 1775,360,000. 

lO-i Occupation — Fislieries, agriculture 
and commerce. See Institutional History. 

IIJ Products—Corn, wheat, farm prod- 
ucts generally. 

2' Effect. 
2^ Indian troubles. 

3^ Koyal — James II destroyed the charter. In 
1691, Plymouth, Massachusetts Bay, Maine and Nova Scotia 
united and so remained till Revolution. 
P Cause — Too free. 

2'' Changes — King appointed governor; all 
religions except Catholic. 

4? First treaty. (Ridpath.) 

5s Ballot box. (Ridpath.) 

6? Printing press. (Ridpath.) 

7s Body of liberties. (Montgomery.) 

8s Union. 

9^ Maine. 

1^ Settlement— 1623. 

2*^ Government — A part of Massachusetts, 
nearly all the time till 1820. Representative. (Institutional 
History.) 

3** Religion — Same as Massachusetts. (Insti- 
tutional History.) 

4'* Education — Same as Massachusetts. (In- 
stitutional History.) 

5^ Citizenship — Same as Massachusetts. 
6^ Population— 1775, 50,000. 
7^" Occupation — Fisheries, timber. (Institu- 
tional History.) 

3^ New Hampshire, 
le Settlement— 1623. 

2^ Government — Royal; representative. People 
elected lower house. King appointed others. Connected to 
Massachusetts much of the time till 1741. (Institutional His- 
tory.) 

3« Education — Free schools. (Institutional 
History.) 



58 METHODS AND OUTLINES 

4~ Religion — Same as jMassachusetts. (Insti- 
tutional History.) 

5s Royal— 1679, 1G91, 1741. 
6^ Citizenship — Same as Massachusetts. 
78 Population— 1775, 80,000. 
8^ Occupation — Farming. (Institutional His_ 
tory.) 

9^ Vermont — Claimed by New Hampshire and 
Kew York. In everything a typical New England Colony. 
Made a state 1791. 

4*" New York. 
1^ Settlement— 1613, 1614, 1623. 
2^ Claimants. 
1*^ Dutch. 
1^ Basis. 

2* Government — Patroon system, not rep- 
resentative. (Institutional History.) 

3' Education — Patroon system. 
4* Religion — Dutch Reform Church. Very 
tolerant. (Institutional History.) 
5* Walloons. 
6' Patroons. 
2'^ English— 1664-1674. 
r Basis. 
2' Conquest. 

3' Changes — Not much in local affairs. 
Representative government. (Institutional History.) 
3^ Population— 1775, 180,000. 
4^ Occupation — Farming, commerce, fur trad- 
ing. 

58 Products — The cereals, especially wheat. 
68 Citizenship — Property qualifications. 
5^ Maryland. 

18 Settlement— 1634. 

28 Government — Proprietary and representa- 
tive. (Institutional History.) 

38 Mason and Dixon's line. 
48 Religion — No persecution under Catholics; 
was under Protestants, 1690 to revolution. (Institutional His- 
tory.) 



IN UNITED STATES IITSTOllY. 59 

5^ Education — Private and parochial school 
system. (Institutional History.) 

68 Civil wars. 

7^ Citizenship — Property qualifications. 

8^ Occupation — Farming, commerce, trading 
with the Indians. (Institutional History.) 

9^ Population— 1634, 200; 1700, 30,000; 1776, 
220,000. 

6'' Connecticut. 

IS Settlement— 1635. 

2° Claimants. 

3^ Government — B}' the people wholly ; repre- 
sentative. (See Institutional History. ) 
1^' Charter— 1662-1818. 
2^^ Constitution— 1639. 

4^ Religion— Same as Massachusetts; very in- 
tolerant. (Institutional Histor}'.) 

5^ Education — Free schools. Yale College, 
1700. (Describe.) (Institutional History.) 

6^ Citizenship — Church members and prox^erty 
qualifications. 

7^ Attempts on charter. 

8s Population— 1700, 35,000; 1775,200,000. 

9" Occupation — Commerce, farming. (Institu- 
tional History.) 

7^ Rhode Island — (Institutional History.) 

1= Settlement— 1636. 

2° Government — By thepeoi3le ; representative. 

38 Religion— All allowed. 

4^ Education— Free schools. Brown College, 
1764. 

5? Charter- 1644, 1663. 

6^ Citizenship — Property qualifications. 

78 Population— 1775, 50,000. 

88 Occupation — Farming, commerce. 
8^ Delaware — (Institutional History.) 

1" A part of Pennsylvania. 

V Settlement— 1638. Dutch, 1655; Pennsyl- 
vania, 1682. 

2'' Government — Representative; separate, 
1703. Same governor as Pennsylvania till Revolution. 



60 



METHODS AND OUTLINES 



3^ Religion — Quaker, Dutch Reform Church, 
English Church. 

4'' Education — Free schools to those who 
could not afford to pay ; also patroon system. 

2s Independent. No material change. 
3^ Citizenship — Property qualifications. 
45 Population— 1775, 40,000. 
5^ Occupation — Commerce, farming, trading. 
9' North Carolina — (Institutional History.) 
IS Settlement— 1663. 
2° Government — Grand model. Royal and Rep- 



resentative. 



260,000. 



tine. 



3? Religion — Church of England ; all tolerated. 

4^ Education — Private school system. 

5^ Citizenship — Property qualifications. 

6' Population— 1700, 10,000; 1750, 90,000; 1775, 

7 Occupation — Plantation life. Tar, turpen- 
(Institutional History.) 



10' New Jerse)' 
1? Dutch. 
2^ English. 

I'' Proprietary— 1664, 1702. 
1' Government — Representative. 
2' Division— 1676. 
2»> Royal— 1702. 
3*^ Settlement— 1664. 

4'' Education — Free and private schools. Col- 
lege, Princeton, 1746. 

5^ Religion — Many different sects. 
6** Citizenship — Property qualification. 
7^ Population— 1700, 20,000; 1775, 130,000. 
8^ Occupation — Farming. 
11' South Carolina, (Institutional History.) 
le Settlement— 1670. 

2^ Government — Royal and representative. 
3s Religion — Church of England. 
4s Education — Private school system. 
5s Citizensliip — Property qualification. 
6s Money— Rice. 
7s Population— 1700, 15,000; 1775, 180,000. 



IN UNITED STATES HISTORY. 61 

8« Occupation— Plantation life. 
12' Pennsylvania. (See Institutional History.) 
IS Settlement— 1681. 

2s Government — Proprietary. Representative, 
only one house. 

3^ Education — All given free schooling who 
could not pay. College, 1749. Public High School, 1689. 

4s Citizenship — Tax-payers and Christians. 
Others allowed who believed in a God. 
56 Occupation — Farming. 
6e Population— 1700, 40,000 ; 1775,300,000. 
13' Georgia. (See Institutional History.) 
IS Settlement — 1733, 114 persons. 
2s Government — By trustees till 1752. Royal 
and representative. 

3s Religion — All except Catholics. Toleration 
under Royal. 

4s Education — Private school system. 
5s Citizenship — Property qualification. 
6s Landholding — Descend to eldest son. Women 
not allowed to own land. 

7s Slavery and rum prohibited at first. 
8s Occupation — Plantation life. 
9s Population— 1750, 5,000; 1775,30,000. 
2® Generalizing. 

1' Government. (Institutional History.) 
IS Form. Representative in all. 
2s Class. 
l** Proprietary. 
1'' Colonies. 
IJ Maryland. 
2'' Pennsylvania. 
& Delaware. 
2' Government. 
V Governor. 
1" Election. 
2'' Power. 
2J Legislative branch. 
1" Upper house (except in Penn.). 
r Election. 
2' Power. 



62 METHODS AND OUTLINES 

2^ Lower house, 
r Election. 
2^ Power. 
3J Judicial branch, Superior judge, cir- 
cuit judges. Appeal to council and king. (See Institutional 
History. 

4J Local government. Municipal and 
township. (See Institutional History.) 

5J Power of the i^eople. (See Institutional 
History.) 

2^ Charter. 
1* Colonies. 
IJ Connecticut. 
2J PJiode Island. 
3J Massachusetts. 
2' Government. 

V Governor. 
1"^ Election. 
2" Power. 

2J Legislative branch. 
1'' L^pper house. 
1' Election. 
2' Power. 
2^ Lower house. 
1^ Election. 
2' Power. 
3* Judicial branch. Superior judge, cir- 
cuit judges. Squires. Appeal to assembly and king. (See 
Institutional History.) 

4' Local Government. Township and 
Municipal. (See Institutional History.) 
5J Power of people. 
S*" Royal. (See Institutional History.) 
1' Colonies. 

V Virginia. 

2J North Carolina. 
3' South Carolina, 
4" Georgia. 
5J New Jersey, 
e" New YorlE, 



IN UNITED STATES HISTORY. 63 

7J New Hampshire. 
2' Government. 
IJ Governor. 
1^ Efection. 
2'' Power. 
£•' Legislative branch. 
1'' Upper house. 
1' Election. 
2' Power. 
2^ Lower house. 
V Election. 
2' Power. 
3^ Judicial branch. Superior judges, cir- 
cuit judges. Appeal to council and king. 

4J Local government. Counties in south. 
Township and municipal in others. 

5J Power of people. 
2'" Treatment by king. 
3^ Liberty in New World and England. 
4'" Difficulties of government. 
5f Slavery 1775—50,000 North and 450,000 South. 
(See Institutional History.) 

6^ Religious persecution. 
7^ New England Union. 
8^ Wars. 

1^ King William's war. 
l^ Time— 1789-97. 
2^ Cause. 
3*> Treaty. 
2^ Queen Anne's war. 
1^ Time— 1702-13. 
2*' Cause. 
3*^ Treaty. 
38 King George's war. 
1^ Time— 1744-48. 
2^ Cause. 
3*^ Treaty. 
4^ French and Indian war. 
I*' Time— 1754-1763, 
3*^ Cause, 



64 METHODS AND OUTLINES 

3^ Spain. 

4^ Objective points. 
1* Importance of each. 
2* Capture. 
5^ Indian alliance. 
6^ United action. 
7^ Albany congress. 
8^ Treaty. 
9^ Population, 1776, 2,600,000. English, French, 
German, Dutch, Scotch, Swedes, Irish, etc. 
10^ Industries. 

11^ Board of Trade and plantations. 
12'' Navigation act. 
13^ French forts. 
14^ Ohio company. 
15^ The west. 
16^ Wealth. 
17*^ Learning. 

18' Colonial life. (See Institutional History.) 
1^ Houses. 
P Windows. 
2** Furniture. 
3*^ Plates and forks. 
4*^ Chimneys. 
5^ Floors. 
6'' Cooking. 
2« Drinking. 
38 Dress. 
4s Travel. 
58 Amusements. 
66 Funerals. 
7? Tenants. 

88 Indentured servants. 

98 Crimps, trepanning, soul drivers, convicts, 
bond servants. 

108 Laws and customs, 
l** Lying, profanity. Sabbath-breaking, 
stocks, church-going, gossip, ducking-stool, whipping-post, 
burning, pillory. 



IN UNITED STATES HISTORY. 65 

2^ Effect, 
lis Food. 
3** Revolution and Construction. (See Frothingham's 
Rise of the Republic, Fiske's American Revolution, Fiske's 
Critical Period.) 

1« Time— 1776, 1783. 
2« Causes. 
1*" Stamp act. 
is Time— 1765. 
2? Congress— 1765. 
3s Sons of Liberty. 
4s Assemblies. 
5s Repeal. 
2*' Commercial taxation. 
1^ Parties, 
l** Whigs. 
2^ Tories. 
2^ Articles — Paint, sugar, iron, tea, etc. 
3= Repeal — All except tea, 
1^ English deception. 
2'' Committee of correspondence. 
3*^ American resistance. 
1* Charleston. 
2' New York. 
3^ Philadelphia. 
4* Annapolis. 

5' Boston — Result — Five Intolerable Acts. 
IJ Name. 

I'' Boston Port Bill. 
2^ Transportation Act. 
3^^ Massachusetts Bill. 
4'' Legalizing Quartering Act. 
5'' Quebec Act. 
2J Result— First Continental Congress. 
1"^ Time— 1774, September 5. 
2^ Place— Philadelphia. 
3'' Purpose. 
4'' Delegates. 
V Number, 55. 



66 METHODS AND OUTLINES 

2^ Election — Conventions and legis- 



latures» 



6"^ Action. 

1^ Declaration of Rights. 
2' Addresses. 
3' Articles of Association. 
4' Slavery. 
5' Adjournment. 
3' Lexington and Concord. 
V Time— 1775, April 19. 
2g Cause. 
3? Result. 
4^ Ticonderoga. 

1« Time— 1775, May 10. 
25 Cause. 
3s Result. 
6^ Second Continental Congress. 
1« Time— 1775, May 10. 
2s Place— Philadelphia. 
3^ Actions. 

1^ Quarrel of Massachusetts. 
2^ Army. 
3^ Navy. 

4^ Commander-in-chief. 
5^ Expenses. 

6^ Declaration of Independence. 
1' Time— 1776, July 4. 
2* Purpose. 
7** Articles of Confederation. 
1* Time— 1777. 
2' Purpose. 
3> Ratification— 1781. 
4' Power. 
5' "Weakness. 
6^ Change. 
4^ Power. 

58 Delegates— Elected by state legislatures. 
6^ Adjournment. 
' War. 
1^ Government. 



IN UNITED STATES HISTORY. 67 

18 National— Second Continental Congress. 
Articles of Confederation. 

2^ Colonial — Same as before except the people 
have fall power. 

2*^ Battles and movements— (See Coffin's boys of 



76.) 



IS Bunker Hill— Time, cause and result. 
2^ Boston — Time, cause and result. 
38 Plan of war. 

1^ English — General Howe. 

2'' American— General Washington. 
48 Central States. 

1^ New York — Time, cause. 

2^ Retreat — Time, purpose. 

3*^ Trenton — Time, purpose. 

4** Princeton — Time, purpose. 

5^ Morristown — Time, purpose. 

6^ Brandywine — Time, purpose. 

7^ Germantown— Time, purpose. 

8^ Valley Forge — Time, purpose. 

9^ Monmouth — Time, purpose. 
5« Northern States— Burgoyne's surrender. 

l*^ Time. 

2^ Effect. France Acknowledged Independ- 
ence. 
1^ War between England and France. 
2' Spain and Holland join France. 
3* Accessions of England. 
68 Southern States. 

1^ Savannah — Time, cause. 

2^ Camden— Time, cause. 

3*" Cowpens— Time, cause. 

4'' Guilford Court House— Time, cause. 

5^ Eutaw Springs— Time, cause. 

6^ Yorktown — Time, cause. 

7^ Partison Corps. 

S*" Ragged Regiment. 
78 Naval Battles. 
88 Conway Cabal. 
98 Arnold's Treason. 
108 Financial Conditions. 



65 METHODS AND OUTLINES 

118 Treaty. 
4*^ Affairs from 1783-1789.— Fiske's Critical Period. 
1'' Government — National House, states as before. 
2^ Shay's Rebellion. 
3'' Annapolis Convention — 1786. 
4'" Federal Convention. 
IS Time— 1787. 
2^ Place— Philadelphia. 
3^ Purpose. 

4e Work — Constitution, 
l*" Ratification. 
2^ Parties. 
1' Federal. 
2' Anti-Federal. 
3^^ Opposition. 
4'' Government — Branches. 
1* Legislative. 
IJ Election. 
2J Power. 
3J Qualification. 
2' Judicial — Supreme judge, 8 associate. 
V Election — By President. 
2J Power — Constitutionality of laws. 
3' Qualification. 
3' Executive. 
IJ Election. 
2J Power. 
3J Qualification. 
5f Ordinance of 1787. 
6^ First President. 
4* National period— 1789-1892, Houghton, Mifflin & 
Co., Boston, 11.50. 

1" Time— 1789. 

2^ Administrations. 

l*" Washington — (Learn Presidents in their order) 



1789-1797. 



is Amendments to constitution. 
2s Ratifying constitution. 
3s Act of Congress. 



IN UNITED STATES HISTORY. 69 

1'' Cabinet offices. 
1' State. 
IJ Duties. 
2J Salary. 
2' Treasury. 
IJ Duties. 
2J Salary. 
3* War. 
IJ Duties. 
2J Salary. 
4* Justice. 
V Duties. 
2J Salary. 
2^ Hamilton's Financial Scheme. 
1* State and National debt. 
2' Tariff (Student should study tariff in its 
continuity down to the present)— (See Institutional History). 
3' Banks (Should study same as tariff— See 
Institutional History. 

4' Mint. 
5* Capital city. 
3^ States admitted— (Should learn in their 
order) . 

4^ Associated youths— Organization of young 
men in the Federal party. 

5^ French trouble. 
6^ Whisky rebellion. 
7^ Indian trouble. 
88 Jay's treaty. 
9^ Mississippi treaty. 
10^ Inventions — (Influence), 
lis Algiers. 
12^ Copper cent. 

13^ Naturalization— Two years changed to live. 
145 Bonds— To full debt. 

15^ Continental currency— Refunded at one cent 
on the dollar. 

16^ Presidential election, 
l'^ Parties. 
2^ Principles — (Carefully seek principles). 



70 METHODS AND OUTLINES 

3^ Candidates. 
2' John Adams— 1797-1801. 
18 French trouble, 
l** Hail Columbia. 
2^ X Y Z papers. 
2e Alien law. 
3s Sedition law. 
4^ Navy department. 

5^ Virginia resolutions — Voice of the People, J. 
E. Sherrill, Danville, Ind. 

6" Kentucky resolutions — Voice of the People. 
76 Holland purchase — Dictionary of American 
Politics, C. A. Hargrave, Danville, Ind. 

8- Hot Water Rebellion— Dictionary of Ameri- 
can Politics. 

9^ Naturalization, 14 years. 
10^ XI Amendment, 
lis Presidential Election. 
1^ Parties. 
2*' Principles. 
3^ Candidates. 
12^ Midnight judges. Dictionary of American 

3^ Thomas Jefferson— 1801-1809. 

le Military Academy. Dictionary of American 



Politics. 



Politics. 





1*' Purpose. 




2^ Place. 




3^ Time. 




4^ Course of study. 




5'' Admission. 




6^ Graduation. 




2^ Louisiana purchase. (Carefully fix all 


changes in 


the boundary lines of U. S.) (See Institutional 


History.) 






3^ Lewis and Clark's expedition. 




46 States admitted. 




56 Inventions. 




6" Tripoli. 




7^ Foreign affairs. 



IN UNITED STATES HISTORY. 71 

1'' Orders in council — No. 1. 900 ships con- 
fiscated; 6,000 men impressed. 

2^ Berlin decree. 
Z^ Orders in council— No. 2. 
4'' Milan decree. 
8e Embargo act. 
9^ Dictionary. 
10° Sinking fund, 
lis Written message. 
12« Naturalization — 5 years. 
13s Judiciary law repealed. 
14s Duel. 

15= XII Amendment. 
16s National road. 
17s Presidental election, 
l"" Parties. 
2*^ Principles. 
3^ Candidates. 
4^ James Madison— 1809-1817. 
18 Non-intercourse act. 
28 States admitted. 
38 Funding bill. 
48 The "Federalists."— Dictionary of American 



Politics. 



tory.) 



58 Hartford convention. 

68 American system. (See Institutional His- 



78 Blue Lights and Goodies.— Dictionary of 
American Politics. 

88 War.— See Johnson's War of 1812. 
1^ Cause. 
2*^ Beginning. 
1^ 1812. 
IJ Detroit (cause and effect should play 
most prominent part in all battles) . 

2J Queentown Heights. 
3J Naval battles. 
2' 1813. 
IJ Plan. 
2J Armies. 



72 METHODS AND OUTLINES 

I'' Center. 
2^^ North. 
3" West. 
3J Naval battles. 
3' 1814. 

V Lundy's Lane. 
2' Lake Champlain. 
3J Washington. 
4J Peace. 
5J New Orleans. 
96 Bank — Trace the banking system from 1 791 
to 1816. Especially from 1811 to 1816. (See Institutional 
History.) 

10^ Creek War. 
11= Presidential Election. 
I*' Parties. 
2^ Principles. 
3*^ Candidates. 
5*" James Monroe— 1817-1825. 
1^' States admitted. 

2" Missouri Compromise. (Institution of sla- 
very should be studied, and its influence noted till 1821.) See 
Institutional History. 

3= The Savannah. (Industrial progress should 
be noted about every twenty-five years.) 

4^ Lafayette. (Compare our condition now 
with our condition when he was with us before.) 
5° Treaties, 
l'^ Spain. 
2^ England. 
6^ INIonroe doctrine. 

7e Colonization Act. (Go into details care- 
fully.) (See Institutional History.) 

8e Tariff— Its history since 1789. 
98 Election, 
l** Parties. 
2^ Principles. 
3'' Candidates. 
6^ J. Q. Adams— 1825-1829. 
IS Tariff. 



IN UNITED STATKS HI STORY. 73 

2" Railroad. (Make a summary of our Indus- 
trial condition and compare it with one made for 1800.) 
3' Congress of American States. 
4? Pewter Muggers— Dictionary of American 
Politics. 

5s Anti-Masons— 1827. 
6s Erie canal— 1825. 
7e Election, 
l*" Parties. 
2'' Principles. 
3'^ Candidates. 
7^ Andrew Jackson— 1829-1837. 
is Postmaster-General. 

2s Tariff. Tariff here falls back to a second 
place, and slavery takes first place. The student should under- 
stand both well to this point. Study them in their develop- 
ment, their influence from 1789 to 1861. They are the two 
threads to follow through our history, always keep them in 
mind. (See Institutional History.) 
3« Pocket veto. 

4e Bank— Trace the history from 1816, and from 
this on till 1863. Make yourself well acquainted with our 
banking and money system. (See Institutional Histroy.) 
5s Black Hawk war. 
6^ Specie payment. 
7° Texan war. 
8s French indemnity. 

98 Blind Asylum— Study our development in 
charitable institutions. 

10^ Expunging resolutions — Dictionary of 
American Politics. 

lis Hickory pole and broom — Dictionary of 

American Politics. 

12S Loco-focos. 

13^ Toasts. 

14? State banks. (Very important to under- 



stand.) 



15e Imprisonment for debt. 
165 Turner's rebellion, 
17^ Kitchen cabinet. 



74 mp:tpiods and outlines 

18S states admitted. 
195 Inventions— Reaper. 
20^ Presidential election.^ 
P Parties. 
2'' Principles. 
3*^ Candidates. 
8f Van Buren— 1837, 1841. 

IS Crises. Notice the regular intervals of finan- 
cial crises and cause of each. It is remarkable that one oc- 
curs about every twenty years. 

2- Sub-treasury bill. 

3s Smithsonian Institute. (Describe carefully.) 
(Dictionary of American Politics.) 
4' Ashburton treaty 

5^ AVild-cat banks. (Should carefully study 
their nature.) (Institutional History.) 
6s Repudiation. 
7= Lovejoy. 

8^ Presidential election. 
1^ Parties. 
2^ Principles. 
3^ Candidates. 
9^ Harrison- 1841. 

is Albany regency — Dictionary of American 



Politics, 
Politics. 



2" Armistead case — Dictionary of American 



3e Death. 
10' Tyler— 1845. 

1^ Right of petition. (Very important.) 

26 Tariff, (institutional Plistory.) 

3s Dorr's rebellion. 

4s Extradition of criminals. 

58 States admitted. 

6s Hunkers and barn-burners. Dictionary of 
American Politics. 

7^ Liberty League. 

8? Telegraph. 

9s National bank. 

105 Texas scheme. 



IN UNITED STATES HISTORY. 



75 



(Very important.) (Dic- 



lls Bankrupt law. 
12^ Northwest boundary. 
13^ Anti-rent war. 

14S Hard skulls and soft shells. (Dictionary of 
American Politics.) 

15^ Democratic rooster. (Dictionary of Ameri- 
can Politics.) 

16^ Presidential election. 
1*^ Parties. 
2^ Principles. 
3** Candidates. 
11' Polk— 1845^9. 
1? Wilmot proviso. 
2s Oregon. 
3« Naval academy, 
tionary of American Politics.) 

4^ New, department. 

58 War. See Ripley's War with Mexico 
1^ Causes. 
2^^ Plan. 
3^ Battles. 
'4'' Treaty. 
6^ Free-soilers. 

7^ Worcester's Dictionary — 184G. 
8^ Cylinder printing press — 1847. 
9^ Oneida Community. 
10« Presidential election. 
1^ Parties. 
2^ Principles. 
3*^ Candidates. 
12^ Taylor— 1849. 

1^ Death. 
13^ Fillmore— 1853. 
1^ Silver Grays. 



itics.) 



since 1821. 



2" Omnibus bill. 
(Institutional History.) 
3^ Cuban filibusters. 
4^ Tripartite treaty. 
5^ Clayton-Bulwer treaty. 



(Dictionary of American Pol- 
Notice growth of slavery 



76 METHODS AND OUTLINES 

68 Nashville convention. 
7^ Maine law. 
8^ Louis Kossuth. 
9s Uncle Tom's Cabin— 1850. 
10s Postage— To 3c., 1851. 
11^ Presidential election. 
I'' Parties. 
2*^ Principles. 
3*^ Candidates. 
14^ Pierce— 1853— 1857. 
1« Gadsden Purchase. 
2^ Kansas-Nebraska Bill. 
3^ Know Nothing party. 
48 Walker filibustering expedition. 
5s Tariff. 
65 Martin Koszta. 
7= Japan treaty. 
88 Ostend manifesto. 
98 Sumner-Brooks affair. 

108 Clearing House. (Institutional History.) 
118 Presidential Election. 
I*' Parties. 
2^ Principles. 
3'' Candidates. 
15^ Buchanan— 1857— 1861. 
18 States admitted. 
28 Japan embassy. 
38 Dred-Scott decision. 
48 Personal Liberty bills. 
58 John Brown's raid. 
68 Lecompton convention. 
78 Wyandot constitution. 
88 Presidential election, 
l*" Parties. 

1* Southern Democrat. 
2' Northern Democrat. 
3' Republican. 
4' American. 
2"^ Principles. 
3^ Candidates. 



IN UNITED STATES HISTORY. 77 

4" Result. 

1' Secession of. 

V South Carolina. 
2^ Mississippi. 

3' Alabama. 

4J Florida. 

5^ Georgia. 

. 6J Louisiana. 

7J Texas. 
2' Montgomery convention. See Stephens's 
War between the States, 2 vols,, and Greeley's American 
Conflict. 2 vols. 

V Purpose. 

2^ Composed of whom? 
3' Election. 

4J Result. — (Confederate States of Amer- 
ica.) 

I'' President and Vice-President. 
V Election. 
2' Duties. 
2^ Constitution. 
1' Departments. 
2' Character. 
3"^ Flag. 
9^ Peace congress. 
10^ Crittenden compromise. 
16^ Lincoln 1861-65. The student should here 
again make himself acquainted with the condition of the 
United States as to improvements, wealth, etc. 
is Cabinet. 

2s Ft. Sumter— April 13, 1861. 
1^ Time. 
2^ Purpose. 
3'' Location. 

4^ Result— Call of troops. 
1* Purpose. 
2' Effect. 

V Secession. 

P North Carolina, 
2^ Tennessee. 



78 METHODS AND OUTLINES 

3^ Arkansas. 
4" Virginia. 
2J Action of. 
1" Kentucky. 
2'' Maryland. 
3" Missouri. 
4"" Foreign powers. 
3J Blockade. 

4* Letters of marque and reprisal. 
5J Declaration of war. The student should 
study the " article " on the Civil War in this volume, and 
always use the map. 

3s Civil War. (Boys of '61, Coffin, Draper's 
Civil War, 3 vols. ; Grant's Memoirs, 2 vols., Charles L. Web- 
ster, N. Y., 17.00.) 

I'' Generals-in-chief. 

V North — Scott, McClelland, Halleck, 
Grant. 

2' South — Beauregard, Johnston, J. E., 
Lee. 

2^ Departments. 
1' East. 

■" V Commanders — MacDowell, INIcClellan, 
Pope (three corps), Burnside, Hooker, Meade and Grant. 
2J Army, 
l'^ Size. 
2^ Purpose. 
3^ Battles. 
1'' Bull Run. (The questions asked 
under this battle are understood to belong to every battle.) 
1' Purpose. 
2' Time. 
3' Commander. 
!«" North. 
2°* South. 
4' Number of opposing forces. 
6' Next move of both armies. 
6" Effect. 
2^ Yorktown. 
3^ Williamsburg. 



IN UNITP]D STATES HISTORY. 79 

4'' Seven Pines. 
5'' Fair Oaks. 
Q^ Jackson's raid. 
7^ Stuart's raid. 
8" Seven Days' battle. 
9" Bull Run (2). 
10" Antietam. 
ll"* Fredericksburg, 
12'^ Chancellorsville. 
13" Gettysburg. 
14" Wilderness. 
15" Spottsylvania. 
16" Cold Harbor. 
17" Early's raid. 
18" Petersburg. 
19" Sheridan's campaign. 
20" Five Forks. 
21" Petersburg. 
22" Richmond. 
23" Appomatox. 
2> Center. 

IJ Commanders— Buell, Rosecrans, Grant 
at Chattanooga, Sherman. 
2J Size. 
3J Purpose. 
4J Battles. 
1" Perryville. 
2" Murfreesboro. 
3" Chickamauga. 
4" Chattanooga, 
5" South to Atlanta. 
6" Atlanta, 
7" Nashville. 
8" March to sea. 
9" March north, 
10" Johnston's surrender. 
3' West. 

V Commanders — Halleck, Grant. 
2> Size. 
3^ Purpose. 



80 



METHODS AND OUTLINES 



of money.) 
derstand.) 



4J Battles. 

I'' Ft. Henry. 

2^ Ft. Doneison. 

3^ Shiloh. 

4" Corinth. 

5" Yicksburg. 
S^ Naval battles. 

1' Monitor and Merrimac. 
2' Tsew Orleans. 
3' Mobile Bay. 
4> Island No. 10. 
5' Privateers. 
4'' Civil topics. 

1* Emancipation proclamation. 

2' Drafts. 

3* Greenbacks. (Study our different kinds 

4' National banks. (A^ery important to un- 



5» Alabama— (''2-90"). 
6^ Foreign affairs. 
7' Presidential election. 
V Parties. 
2J Principles. 
3^' Candidates. 
8' Bounty. 
9' Postal orders. 
10^ Gilmore peace negotiations. 
11' Northwest conspiracy. 
12' American knights. 
13' XIII Amendment. 
14' States admitted. 
4^ Assassination, 
l?*" Johnson— 1865-69. (The student should again 
take an inventory of the condition of the United States.) 
IS Disbanding army. 
2= Fenians. 
3s Mexico. 
4s Telegraph. 
55 Alaska. 



mission. 



IN UNITED STATES HISTORY. 81 

6^ States admitted. 
7^ Reconstruction. 
1^ President's plan. 
2'' Congress' plan. 
8e XIV Amendment. 
9s Tenure-of-office bill — Impeachment. 
10^ Monetary conference. 
118 Treaty with Germany. 
12s Bureau of Education. 
13^ Burlingame treaty. 
148 Presidential election, 
l** Parties. 
2^ Principles. 
3^ Candidates. 
18^ Grant— 1869-1877. 

18 Treaty of Washington. 
Ih Provisions. 
2»^ Effect. 
28 Geneva award. 
38 Northwest boundary. 
48 Fishery treaty. 
58 San Domingo. 
68 The Virginius. 
78 Pacific railroad. 
88 Centennial. 
98 XV Amendment. 
108 Whisky ring. 
118 Signal service bureau. 
128 Demonetizing silver. 
138 Salary grab. 
148 States admitted. 
158 Carpet-bag rule. 
168 Presidential election — Joint Electoral Com- 

V Parties. 
2^ Principles. 
3^ Candidates. 
19^ Hayes— 1877-1881. 
IS Civil service reform. 



6 



82 METHODS AND OUTLINES 



28 


Bland silver bill. 


3e 


Chinese immigration. 


4s 


Monetary conference. 


5s 


Fishery award. 


6g 


Chinese treaty. 


7? 


Bankrupt law. 


8s 


Refunding U. S. bonds. 


9s 


Specie payment. 


lOs 


Mississippi scheme. 


lis 


Presidential election. 




!•» Parties. 




2^* Principles. 




3^ Candidates. 


20^ Garfield— 1881. 


IS 


Obelisk. 


2s 


Star route scandal. 


3s 


Confederation of American nations. 


4g 


Assassination. 


21' Arthur— 1885. 


IS 


Anti-Chinese bill. 


2^ 


Eiver and harbor bill. 


35 


Fitz-John Porter bill. 


48 


Postal bill. 


5s 


Blair educational bill. 


6e 


Edmunds bill. 


yg 


Morrison's tariff bill. 


8s 


Yorktown centennial. 


9s 


Lasker resolutions. 


lOs 


Government of Alaska. 


lis 


Mugwump. 


12s 


Anti-monopoly party. 


13S 


Presidential election. 




l'^ Parties. 




2^ Principles. 




S'* Candidates. 


22^ Cleveland— 1885-89. 


IS 


Presidential succession bill. 


2s 


Interstate commerce act. 


3s 


Bartholdi statue. 


4g 


Oleomargarine act. 



IN UNITED STATES HISTORY. 83 



OS 


Chinese immigration. 


6^ Presidential election. 


I'' Parties. 


2*^ Principles. 


3^ Candidates. 


23' H; 


arrison— 1889-1893. 


18 Oklahoma. 


25 States admitted. 


38 


Reciprocity. 


4g 


McKinley bill. 


58 


Dependent pension bill. 


68 


Anti-trust act. 


78 


jNIeat inspection act. 


88 


Original package act. 


98 


Restricting immigration. 


108 Direct tax refund. 


118 


Silver bill. 


128 


Copyright bill. 


138 


Anti-lottery bill. 


148 


Postal subsidy act. 


158 


Maritime congress. 


168 


Extradition treaty. 


178 


Pan-American congress. 


188 


Electrocution. 


198 


]\Ionetary conference. 


208 


Presidential election. 




1^ Parties. 




2*^ Principles. 




3*^ Candidates. 


24' Cleveland— 1893. 


18 


Cherokee Strip. 


28 


Extra session of congress. 


38 


Silver bill. 


48 


Panic. 


58 


Whisky tax. 


68 


Wilson bill. 


78 


Income tax. 


88 


Hawaiian trouble. 


98 


Extradition treaty. 


108 


Anti-lottery bill. 


118 


Sound money agitation. 




1*" Monometalism. 




2^ Bimetalism. 




3^ Free coinage of silver. 


128 


Bond issues. 


138 


International affairs. 


148 


United States history text-book agitation. 



84 METHODS AND OUTLINES 

BOOKS OF REFERENCE 
FOR THE STUDENTS' HISTORICAL LIBRARY. 



GENERAL HISTORIES. 

Winsor's Narrative and Critical History. 8 vols. Houghton, 

Mifflin & Co., N. Y. 140.00 (to 1887). 
Bancroft's United States History. 6 vols. D. Appleton & Co., 

N. Y. 115.00 (to 1789). 
Hildreth's United States History. 6 vols. Harper Bros., N. Y. 

$12.00 (to 1821). 
Bryant & Gay's Popular History. 4 vols. Scribner's Sons, N. 

Y. $24.00 (to 1865). 
Lossing's Encyclopedia of United States History. Harper 

Bros., N. Y. $14.00. 
Bryce's American Commonwealth. 2 vols. McMillan, N. Y. 

$4.00. 
Spark's American Biography. 10 vols. Harper Bros., N. Y. 

$1.25 per vol. 
Appleton's Cyclopedia of American Biography. D. Appleton 

& Co., N. Y. $30.00. 
Oilman's Historical Reader. 3 vols. Interstate Publishing 

Co., Boston. $1.44. 
Pratt's American History Stories. 4 vols. Educational Pub- 
lishing Co. 36c. per vol. 
Naval History of United States. Cooper. Armstrong & Son, 

N. Y. $3.75. 
MacCoun's Historical Geography of United States. Silver, 

Burdette & Co., Boston. $1.12. 
Scudder's American Commonwealth. (History of States.) 

Houghton, Mifflin & Co. $1.25 per vol. 

ORIGINAL DOCUMENTS. 

Old South Leaflets. D. C. Heath & Co., Boston. 5c. and 10c. 

each. About 50 already issued. Very valuable. 
American History Leaflets. A. Lovell & Co., N. Y. 5c. and 

10c. each. Very valuable. 



IN UNITED STATES HISTORY, 



85 



Library of American Literature. 10 vols. Charles L. Webster 

& Co., N. Y. 13.00 per vol. 
Representative American Orations. Johnston. 3 vols. G. 

P. Putnam's Sons, N. Y. |3.75 (Period 1775-1881). 

DISCOVERY AND SETTLEMENT. 

Higginson's American Explorers. Lee & Shepherd, Boston, 

$1.50. 
Parkman's Pioneers of France in the New World. 2 vols. 

Little, Brown & Co., Boston. $3.00. 
Parkman's Jesuits in N. A. Little, Brown & Co., Boston. 

$1.50. 
Lodge's English Colonies. Harpers, N. Y. $3.00. 
Doyle's The English in America. 3 vols. Henry Holt & Co., 

N. Y. $10.50. 
Coffin's Old Times in the Colonies. Harper Bros., N. Y. $3.00. 
Conquest of Mexico. Prescott. 3 vols. Lippincott & Co., N. 

Y. $1.50. 
Conquest of Peru. Prescott. 2 vols. Lippincott & Co., N. Y. 

$2.00. 

Puritians and Pilgrims. Moore. Ginn & Co., Chicago. 60c. 

Red Man and White Man. Elhs. Little, Brown & Co., Bos- 
ton. $3.50. . , ^ 

Parkman's Conspiracy of Pontiac. 2 vols. Little, Brown & 
Co., Boston. $3.00. 

Parkman's Montcalm and Wolfe. 2 vols. Little, Brown & 
Co., Boston. $3.00. 

Eggleston's Montezuma. Dodd, Mead & Co., N. Y. $1.00. 

Abbott's Cortez. Dodd, Mead & Co., N. Y. $1.00. 

Towle's Heroes of History. Lee & Shepherd, Boston. $1.25. 

Monroe's Stories of Our Own Country. Lee & Shepherd, Bos- 

Fisk's^iscovery of America. 2 vols. Houghton, Mifflin & 

Co., Boston. $2.00 per vol. 
Fisk's Beginning of New England. Houghton, Mifflin & Co., 

Boston. $2.00. . 

Schoolcraft's Thirty Years With Indian Tribes. Lippincott, 

Philadelphia. $1.50. 



86 METHODS AND OUTLINES 

REVOLUTION, CONSTITUTION AND POLITICAL. 

Fisk's American Revolution. 2 vols. Houghton, Mifflin & 

Co., Boston. $2.00 per vol. 
Fisk's Critical Period. Houghton, Mifflin & Co., Boston. $2.00. 
Frothingham's Rise of the Republic. Little, Brown & Co., 

Boston. $3.50. 
History of American Politics, Johnston. H. Holt & Co., N. 

Y. $1.00. 
Voice of the People. J. E. Sherrill, Danville, Ind. $2.00. 
Dictionary of American Politics. C. A. Hargrave, Danville, 

Ind. 75c. 
Fisk's Civil Government of United States. Houghton, Mifflin 

& Co., Boston. $1.00. 
Coffin's Boys of '76. Estes, Lauriat & Co., Boston. $3.00. 
Von Hoist's Constitutional History. 7 vols. Callaghan & 

Co., Chicago. $23.50. 

NATIONAL PERIOD. 

McMaster's People of the United States. 6 vols. D. Apple- 
ton & Co., N. Y. $2.50 per vol. 

Schouler's United States History. 5 vols. Dodd, Mead & 
Co., N. Y. $11.25. 

Henry Adams' History of United States. 9 vols. Scribner's 
Sons, N. Y. $18.00. 

Johnson's War of 1812. Dodd, Mead & Co., N. Y. $1.00. 

Minor Wars of United States. Dodd, Mead & Co., N. Y. 
$1.00 per vol. 

Thompson's Recollections of Sixteen Presidents. 2 vols. 
Bowen-Merrill Co., Indianapolis, Ind. $6.00. 

Blaine's Twenty Years in Congress. C. A. Hargrave, Dan- 
ville, Ind. $7.00. 

CIVIL WAR. 

Draper's Civil War. 3 vols. Harpers. $10.50. 

Greeley's American Conflict. 2 vols. O. D. Case & Co., 

Hartford, Conn. $9.00. 
Coffin's Boys of '61. Estes & Lauriat, Boston. $2.50. 
Pollard's Lost Cause. C. A. Hargrave, Danville, Ind. $5.00. 
Stephens' War Between the States. 2 vols. C. A. Hargrave, 

Danville, Ind. $6.00. 



IN UNITED STATES HISTORY. 87 

Davis' Rise and Fall of the Confederate States. 2 vols. C. 

A. Hargrave, Danville, Ind. $10.00. 
Blaisdill's Stories of Civil War. Lee & Shepherd, Boston. 35o. 
Grant's Memoirs. 2 vols. Charles L. Webster, N. Y. $7.00. 
Story of the Civil War, Rope's. G. P. Putnam's Sons. |1.50 

per vol. 

INSTITUTIONAL HISTORIES. 

Bishop's History of American Manufactures. 2 vols. 
Richardson's American Literature. 2 vols. G. P. Putnam's 

Sons, N. Y. $4.00. 
History of Negro Race in America, Williams. Putnam's Sons- 

N. Y. $4.00. 
Taussig's History of Tariff iu United States. Putnams, N. Y. 

$1.25. 
Dunbar's Chapters in Theory and History of Banking. G. P. 

Putnam's Sous, N. Y. $L2o. 



88 METHODS AND OUTLINES 



COLONIAL COLLEGES. 

1. Harvard, Cambridge, Mass., 1636. 

2. William & Mary, Williamsburg, Va., 1692. 

3. Yale, New Haven, Conn., 1700. 

4. College of New Jersey, Princeton, N. J., 1746. 

5. University of Pennsylvania, Philadelphia, Pa., 1749. 

6. Kings or Columbia, New York City, 1754. 

7. Brown University, Providence, R. L, 1764. 

8. Dartsmouth, Hanover, N. H., 1769. 

9. Queens or Rutgers, Brunswick, 1776. 



PRESIDENTS. 

1. George Washington, Virginia, 1789-1797, parties did not 
divide. 

2. John Adams, Massachusetts, 1797-1801, Federal. 

3. Thomas Jefferson, Virginia, 1801-1809, Democrat. 

4. James Madison, Virginia, 1809-1817, Democrat. 

5. James Monroe, Virginia, 1817-1825, Democrat. 

6. J. Q. Adams, Massachusetts, 1825-1829, Whig. 

7. Andrew Jackson, Tennessee, 1829-1837, Democrat. 

8. Martin VanBuren, New York, 1837-1841, Democrat. 

9. William Henry Harrison, Ohio, 1841-, Whig. 

10. John Tyler, Virginia, 1841-1845, Whig. 

11. James K. Polk, Tennessee, 1845-1849, Democrat. 

12. Zachary Taylor, Louisiana, 1849-1850, Whig. 

13. Millard Fillmore, New York, 1850-1853, Whig. 

14. Franklin Pierce, New Hampshire, 1853-1857, Democrat 

15. James Buchanan, Pennsylvania, 1857-1861, Democrat. 

16. Abraham Lincoln, Illinois, 1861-1865, Republican. 

17. Andrew Johnson, Tennessee, 1865-1869, Republican. 

18. U. S. Grant, Hlinois, 1869-1877, Republican. 

19. R. B. Hayes, Ohio, 1877-1881, Republican. 

20. James A. Garfield, Ohio, 1881-, Republican. 

21. C. A. Arthur, New York, 1881-1885, Republican. 

22. Grover Cleveland, New York, 1885-1889, Democrat. 

23. Benjamin Harrison, Indiana, 1889-1893, Republican. 

24. Grover Cleveland, New York, 1893 , Democrat. 



IN UNITED STATES HISTORY. b\) 

OFFICERS 

IN THEIR ORDER. 

Commissioned Officers: 

1. General— Command of whole army. Grant, Sherman and 

Sheridan, our only generals. 

2. Lieutenant-General— Command of whole army. AVash- 

ington, Scott (Breveted) Grant, Sherman and Sheridan. 

3. Major-General — Command of division or corps. 

4. Brigadier-General — Command of brigade. 

5. Colonel — Command of regiment. 

6. Lieutenant-Colonel — Assists the colonel. 

7. Major — Lowest field officer. 

8. Captain — Command of company. 

9. Lieutenant — Aids other officers. 

10. Adjutant — Aids in garrison duty. 

11. Adjutant-General — Takes and receives orders for Com- 

missary-General. 

12. Commissary General — Charge of special department. 

13. Quartermaster-General — Charge of supplies in chief. 

14. Quartermaster — Charge of supplies. 

No n- Commissioned Officers : 

1. Sergeant-Major — Aids the Adjutant. 

2. Sergeant — Instructs in discipline and forms ranks. 

3. Corporal — Charge of sentinels. 

ARMY DIVISIONS. 

1. Company — 100 men — Captain. 

2. Regiment — 10 companies — Colonel. 

3. Brigade — 2 or more regiments — Brigadier-General. 

4. Division— 2 or more brigades — Major-General. 

5. Corps — 2 or more divisions- -General or Major-General. 

6. Army — General or Lieutenant-General. 



90 METHODS AND OUTLINES 



CHIEF JUSTICES. 

1. John Jay, New York, Sept. 26, 1789. 

2. John Rutledge, South Carolina, July 1, 1795. 

3. William Gushing, Massachusetts, Jan. 27, 1796. 

4. Oliver Ellsworth, Connecticut, Mar. 4, 1796. 

5. John Jay, New York, Dec. 19, 1800. 

6. John Marshall, Virginia, Jan. 27, 1801. 

7. Roger B. Taney, Maryland, Dec. 28, 1835. 

8. Salmon P. Chase, Ohio, Dec. 28, 1864. 

9. Morrison R. Waitk, Ohio, Jan. 21, 1874. 
10. Melville U. Fuller, Illinois, Oct. 8. 1888. 



STATES. 

ratified constitution. 

1. Delaware Dec. 7, 1787 

2. Pennsylvania Dec. 12, 1787 

3. New Jersey .....Dec. 18,^1787 

4. Georgia Jan. 2, 1788 

5. Connecticut Jan. 9, 1788 

6. Massachusetts Feb.- 6, 1788 

7. Maryland April28,1788 

8. South Carolina May 23, 1788 

9. New Hampshire June 21, 1788 

10. Virginia June 25, 1788 

11. New York July 26, 1788 

12. North Carolina Nov. 21,1789 

13. Rhode Island May 29, 1790 

ADMITTED. 

14. Vermont March 4, 1791 

15. Kentucky June 1, 1792 

16. Tennessee June 1, 1796 

17. Ohio Nov. 29, 1802 

18. Louisiana April 30, 1812 

19. Indiana Dec. 11, 1816 

20. Mississippi Dec. 10, 1817 



IN UNITED STATES HISTOKY. 91 

21. Illinois Dec. 3, 1818 

22. Alabama Dec. 14, 1819 

23. Maine March 15,1820 

24. Missouri Aug. 10, 1821 

25. Arkansas June 15, 1836 

26. Michigan : Jan. 26, 1837 

27. Florida March 3, 1845 

28. Texas Dec. 29, 1845 

29. Iowa Dec. 28, 1846 

30. Wisconsin May 29, 1848 

31. California Sept. 9, 1850 

32. Minnesota May 11, 1858 

33. Oregon Feb. 14, 1859 

34. Kansas Jan. 29, 1861 

35. West Virginia June 19, 1863 

36. Nevada Oct. 31, 1864 

37. Nebraska March 1, 1867 

38. Colorado Aug. 1, 1876 

39. North Dakota Nov. 3, 1889 

40. South Dakota Nov. 3, 1889 

41. Montana . = ... Nov. 8, 1889 

42. Washington Nov. 11, 1889 

43. Idaho July 3, 1890 

44. Wyoming July 7, 1890 



92 METHODS AND OUTLINES 



SAYINGS OF GREAT MEN. 

" Don't give up the ship." — Lawrence. 
" We have met the enemy, and they are ours." — Perry. 
*'A Httle more grape." — Gen. Taylor. 

" We will fight it out on this line if it takes all summer." — 
Grant. 

" I will wear them as a memento of the gratitude of princes." 
— Columbus. 

"I thank God there are no free schools in America." — 
Berkeley. 

" Caesar had his Brutus, Charles I his Cromwell." — Henry. 

''The British ministry can read that name without spec- 
tacles. Let them double their reward." — John Hancock. 

" I regret that I have but one life to give to my country." — 
Hale. 

" My eyes have grown dim in the service of my country, but 
I have never doubted her justice." — Washington. 

" Reformers make opinions, and opinions make parties." — 
Hamilton. 

" I was born in America, I lived there to the prime of my 
life, but, alas! I can call no man in America my friend." — 
Arnold. 

" The Union, it must and shall be preserved." — Jackson. 

" I would rather be right than President." — Clay. 

"Remember that Greece had her Alexander, Rome her 
Csesar, France her Bonaparte. If you would escape the rock 
on which they split we must avoid their errors." — Clay. 

"Liberty and Union, now and forever, one and insepara- 
ble." — Webster. 

"One on God's side is a majority."— Philips. 

" AVhether in chains or in laurel, liberty knows nothing but 
victories." — Philips. 

" There can be no secession without revolution." — Webster. 



IN UNITED STATES HISTORY. 93 

" We join ourselves to no party that does not carry the flag 
and keep step to the music of the Union." — Choatk. 

" No man's vote is lost which is cast for the right." — J. Q. 
Adams. 

'* The sun is my father and the earth my mother, on her 
bosom I will repose." — Tecumseh. 

" Ideas are the great warriors in the world."— Garfield. 

" The people of the North must conquer or be conquered, 
there is no middle ground." — Shermam. 



94 



METHODS AND OUTLINES 





Colonies. 


Settlement. 


Time. 


Object. 


1 


Virginia. 


Englishmen sent by 
London Company. 


1607 


Settlement. 


2. 


Massachusetts. 


Pilgrims at Plymouth 
their own authority. 
Puritans at Mass. Bay 

By council at Ply- 

mouth. 


1620 
1629 


English cus- 
toms. 
Religious 

Freedom. 


3. 


Maine, New 
Hampshire. 


Mason and Gorges, 
stockholders in Ply- 
mouth Council. 
They took the North 
Territory. 

Vermont was a part 
of New Hampshire. 


1623 


Settlement. 


4. 


New York 


Dutch. By order of 
West India Company. 
Trading Post. 
Actual settlement. 


1613 
16-21 


Settlement and 
Trade. 


5. 


Maryland. 


Catholics. By Lord 
Baltimore, followed 
by Eng. Protestants. 


1634 


Religious 

Freedom. 


C. 


Connecticut. 


Puritans from 
Massachusetts. 


1635 


Religious and 
Political Free- 
dom, Settlem't. 


7. 


Rhode Island. 


Roger Williams and 
followers. 


1636 


Religious and 
Political Free- 
dom. 


8. 


Delaware. 


Swedes. 
Conquered by Dutch. 


1638 
1655 


Settlement. 


9. 


North Carolina. 


Eight proprietors who 
sent Englishmen. 
There were settlers 
from New England, 
the Huguenots, Cav- 
aliers, Scotch and 
Virginians. 


1663 


Settlement. 


10. 


New Jersey. 


Dutch, Puritans. 
Quakers. 


1664 
1667 


Settlement. 


11. 


South Carolina. 


English, Scotch, 
Dutch, Huguenots. 


1670 


Settlement. 


12. 


Pennsylvania. 


Quakers. 


1682 


Religious 

Freedom. 


13. 


Georgia. 


Englishmen. 


1732 


Poor. 



IN UNITED STATES HISTORY. 



95 



Government. 


Religion. 


Education. 


-• Royal supervision by 
• charter till 1624, then a 
pure RoyH 1 with Repre- 
sentative form till Rev- 
olution. 


Church of England. 


Private. 


Democracy by charter, 
then Representative, 
then Royal with Rep- 
resentative form. 


Pilgrims, Congregation- 
alism; Puritans, First 
Episcopalians and then 
Congregationalists. 


Free Schools. 


New Hampshire Royal 
with Representative 
form : Maine was gov- 
erned with Massachu- 
setts till 1820; Vermont 
with New Hampshire 
till 1792. 


Congregationalism. 


Free Schools. 


Royal through Patroon 
system, changed to 
Representative system. 


Reformed Church of 
Holland and Meth- 
odists. 


Patroon System. 


Proprietary with Rep- 
resentative form. 


Catholic and Church of 
England. 


Private and Paro- 
chial Schools. 


Charter with Represen- 
tative toim. 


No establlshea church. 
Congregationalism 
prevHiled. 


Free Schools. 


Charter with Represen- 
tative form. 


Congregationalism. 


Free Schools. 


Proprietary with Repre- 
sentative form. First 
belonged to N. Y., then 
to Pennsylvania, 1682. 


Dutch Reformed Church 
of Holland and Quakers. 


Patroon System. 
Free Schools. 


Proprietary till 1729 and 
then Royal. Represen- 
tative form. 


Church of England. 


Private. 


Proprietary till 1702 and 
then Royal. Represen- 
tative form. 


Dutch Reformed Church. 
Congregationalism. 
Quakers. 


Free Schools. 


Same as New Jersey. 


Church of England, but 
others allowed. 


Private. 


Proprietary with Repre- 
sentative form. 


Quaker, but any believ- 
ers in Christ. 


Free Schools for 
Poor. 


Proprietary and then 
Royal. Representative 
form. 


All except Catholics. 


Private. 



Late Professor Andrew Preston Pea- 
body, Harvard University : "■ Will 2^rove of in- 
valuable service, and ivill last while tJie English 
language remains essentially unchanged^ 

■ THE NEW • 

Standard Dictionary 

OF THE ENGLISH LANGUAGE. 



THE MOST COMPLETE.- It defines about 
300,000 words and phrases— nearly one-third more 
than are defined in the large and expensive Century 
dictionary, and more than twice as many as are de- 
fined in the latest revisions of Webster's and Wor- 
cester's " unabridged " dictionaries. 

THE MOST AUTHORITATIVE. -Its produc- 
tion required the cooperation of 247 editors and 
specialists for nearly five years, at an average ex- 
pense of $4,000 a week ; in all, about $1,000,000 
— its average cost per page being three times as 
great as that of any other dictionary. 

BUILT ON ORIGINAL PLANS. -It more than 
doubles the uses of a dictionary by introducing 
entirely new features, suggested by leading scholars 
of the world. These, together with its superior treat- 
ment of subjects, carry the work beyond the point of 
competition with any similar publication. (See 
" Distinguishinp Features," pages 4 to 7.) 



SOLD ONLY BY SUBSCRIPTION. 



JPtiblisJied in Two Large, Mandsoine Quarto 

Volumes, Containing Over fi,300 Jfages; 

also, 5,000 IJJiist rations, of which 

400 are in colors; Special 

Introduction 1* rices. 



PRICES: $12 TO $24, ACCORDING TO BINDING. 

•/ 

THE FULLER BOOK COMPANY, 

KALAMAZOO, MICH. 

General Agents for MICHIGAN, OHIO. INDIANA, ILLINOIS, 
WISCONSIN, MINNESOTA, and IOWA. 



Its Reception by Eminent 
Educators. 



YALE UNIVERSITY. 

Professor Thomas D. Goodell, : " The Stand- 
ard Dictionary will certainly meet my daily needs 
better than any other." 

HARVARD UNIVERSITY. 

Professor N. S. Shaler : " I am sure that the 
Standard Dictionary will remain an enduring 
monument to the labors of its editors. I believe 
that it will come into general use in this com- 
munity." 

UNIVERSITY OF OXFORD (England). 

Professor A. H. Sayce : " Will deserve all the 
encomia passed ui^on it." 

UNIVERSITY OF DUBLIN (Ireland). 

Professor Edward Do^vden: "I am satisfied 
that the Dictionary will take a place in the highest 
ranks of works of the kind." 

JOHNS HOPKINS UNIVERSITY. 

Professor William Hand Browne : "In 
accuracj^ clearness, and fulness, within its pre- 
scribed limits, it surpasses all similar works." 

COLLEGE OF NEW^ JERSEY (Princeton). 
President Francis L. Patton: "I congratu- 
late the editors very sincerely upon this valuable 
contribution to English lexicography." 

SMITHSONIAN INSTITUTION. 

Professor W J McGee : " Allow me to ex- 
press my high appreciation of your splendid work. 
I hope, and fully expect, that it will quickly as- 
sume the place implied by its name throughout 
English==speaking countries. " 



COLUMBIA COLLEGE (New York). 

Professor Henry A. Todd: "I am exceedingly 
jjleasecl with its fulness, condensation, accuracy, 
and comjjleteness, while its mechanical execution 
is a delight to the artistic sense." 

Professor Reginald Gordon: "Its compre- 
hensive scope within so compact a forni makes it 
an invaluable assistant for study or reference." 

CHICAGO UNIVERSITY. 

Professor W. C. "Wilkinson: "It is a mag- 
nificent, a monumental success. . . . My confident 
impression is that the editors have produced the 
Standard Dictionary." 

UNIVERSITY OF MICHIGAN (Ann Arbor). 
Professor Thomas M. Cooley : "I think it 
justifies its name — Standard." 

COLLEGE OF THE CITY OF NEW YORK. 

Professor R. Ogden Doremus : " What an 
amount of condensed brain=work it represents ! 
It sparkles with nuggets of golden thoughts, and 
will prove a blessing to the civilized world." 

OHIO WESLEYAN UNIVERSITY. 

President James W. Bashford: " I have made 
a somewhat careful comparison of words selected 
at random from the first volume of the Standard 
Dictionary with the same words found in the 
Century, In all cases I like the plan adopted by 
the Standard far better than the plan followed by 
the Century. " [The price of the Standard is about 
one^fifth the price of the Century.] 

VANDERBILT UNIVERSITY. 

Professor Charles Foster Smith: "Every 
special feature of the work that I have examined 
has proved more thorough and excellent than I 
had anticipated. I believe that it ought to be and 
will be the people^s English dictionary." 



SYRACUSE UNIVERSITY. 

Ex^CiiANCELLOU C. N. Sims : "It will take its 
place among the greatest dictionaries of the Eng- 
lish language." 

VASSAR COLLEGE. 

Frofessor W. B. Dwight : " It is the most 
complete, scholarly, advanced, and remarkable 
book of its kind ever issued." 

AMHERST COLLEGE. 

Ex=President Julius H. Seelye: "It is 
worthy of its name. ... I like the plan and 
general appearance." 

BROWN UNIVERSITY (Providence). 

President E. Benjamin Andrews : "I believe 
that this dictionary essentially fulfils the high 
ideal of its projectors. It is an out-and-out new 
product, and not, like our old dictionaries, the 
result of patching and amendment, little by litt]<^, 
the different pieces often added by many, many 
minds." 

TRINITY COLLEGE (Toronto). 

Professor William Clark: "I have com- 
pared a good many articles with the correspond- 
ing ones in the best dictionaries which I possess, 
and find them, in almost every case, fuller, clearer, 
and more satisfactory." 



Distinguishing Features. 



I . It contains the most complete vocabulary of 
any dictionary ever published. The total number 
of words and phrases recorded under "A" in the 
five leading dictionaries are, by actual count, as 
follows : 

Stormonth, total terms in A, . . . . 4,692 
Worcester, total terms in A, .... 6,983 
Webster (International), total terms in A, . 8,358 

Century, total terms in A, 15,621 

Standard, total terms in A, . . . . 19.736 



The full number of words and terms in these 
dictionaries for the entire alphabet is as follows : 

Stormontli, 50,000 

Worcester, 105,000 

Webster (International), 125,000 

Century (six volumes, complete), . . 225,000 
Standard, over 300,000 

II. It combines the scholarship of the largest 
number of editors and specialists ever emi:)loyed 
on any dictionary. The number employed on the 
Standard was 2-17, against 81 on the Century, 41 on 
Webster's International, and 18 on Woi'cester's. 

III. The average cost per page of the Standard 
Dictionary was three times as great as that of any 
other dictiohary ever issued, because of the largo 
number of literary and scientific experts employed, 
the introduction of new features, and the unusual 
care taken to avoid errors. 

IV. In the Definition of Words the most com- 
mon meaning is given first, and the archaic and 
obsolete meanings are given last; that is, prefer- 
ence is given to the "order of usage" over the 
historical order so generally followed heretofore 
in dictionary ^making. 

V. The Etymology and Variant Forms of a 
word are placed after the definition, so that the 
reader who is looking for the most common pres- 
ent meaning is not confused by having to read 
first the history and genealogy of the word. 

VI . It is the most complete and accurate book 
of Synonyms published. 

VII. It includes lists of Antonyms as well as 
Synonyms. 

VIII. For the first time in a dictionary a seri- 
ous attempt has been made to reduce to a system 
the Compounding of Words. 

IX. Disputed Pronunciations and Spellings 
are referred, under the direction of Professor 



March, to a Committee of Fifty Philologists in 
American, English, Canadiai:, Australian, and 
East^Indian Universities and representative pro- 
fessional writers and speakers in English. 

X. If a Word is Pronounced Variously, the 
first pronunciation given is the one preferred by 
this work, and this is followed by the pronuncia- 
tions preferred by other dictionaries. 

XI. The Scientific Alphabet which has been 
prepared and recommended by the American 
Philological Association, and adopted by the 
American Spelling Reform Association, is used 
in giving the pronunciation of words. 

XII. The Quotations used to verify or illus- 
trate the meanings of words are located ; that is, 
not only in each instance is the name of the author 
given, but also the book and page, and the edition 
from which the Quotation has been taken is indi- 
cated. 

XIII. The Pictorial Illustrations are all (near- 
ly 5,000) made expressly for this Wvjrk; over 4,000 
of these are in wood, and some are full^pago 
groups in colors, made by the Messrs. Prang, 
and will be true works of art. In the latter, color 
is, for the first time in the history of dictionary == 
making, introduced as an aid to definition — as, 
for example, in showing the plumage of birds, 
the blending of colors in the solar spectinim, the 
colors of gems, flowers, decorations of honor, etc. 

XIV. The definitions in each department of 
science, and in the various systems of philosophy, 
are provided with cross=ref erences, so arranged as 
to enable the student to bring related parts of any 
science together in logical order, and giving a 
complete exposition of the entire subject. 

XV. Handicraft terms, under the editorial di- 
rection of a competent specialist, are gathered 
with great completeness, and grouped under the 



different trades ; the more important of these 
words are also given in their vocabulary places. 

XVI. Under such general terms as apple, 
architecture, constellation, element, foot*ball, 
etc., are grouped the principal sub=titles belong- 
ing to the general subject — as, for example, 
varieties of apples and other fruits and products ; 
in the same way the correct name to apply to each 
separate part of a building under the general term 
architecture ; the names of all the known con- 
stellations ; the names of the elements ; the terms 
used in foot=ball — in all, some 50,000 clews or 
helps to finding the correct word to use in all 
cases. This plan of grouinng furnishes a valu- 
able word=finding dictionary within the dictionary 
itself. By this means a word can be recalled or 
the correct word found by turning to the general 
term under which it falls. This is the first time 
that any practical method has been devised by 
which the student can readily gain a better com- 
mand of language in any direction sought. 

XVII. To avoid the confusion that often 
arises, especially in a dictionary, by using the same 
hyphen for the divisions of both compound and 
simple words, the German double hyphen has been 
applied to the loosely joined compound words. 

X V M I . In the vocabulary only proper names, 
or proper terms derived from them, are printed 
with initial capital letters, thus enabling any one 
to determine at a glance whether a word is to be 
written with an initial capital or small letter. 

XIX. Obsolete, Foreign, Dialectic, and Slang 
Words are given places only if likely to be sought 
for in a general English dictionary. 

XX. In its effort to help simplify the Spelling 
of Words this Dictionary is conservative, and yet 
aggressively positive, along the lines of reform 
agreed upon almost unanimously by all the lead- 
ing philologists of America and England. 



The Opinions of Ehinent 
Lexicographers. 

Dr. J. W. Palmer, of the Editorial Staff of the Ceu- 
tury Dictionary: " I am proud of this noble book. After 
careful scrutiny of the published volume, I do not hesitate 
to say that the Standard Dictionary is triumphantly the 
best of all English word=books ; that in its surprising 
completeness and accuracy, its unerring pursuit and cap- 
ture, one by one, of the innumerable strange and curious 
words for which it may be ' brought to book ' by any man 
who reads as he runs, it is without a peer; and that its 
own name, which at first may have seemed audacious, is 
but the simple and natural designation of its achievement. 
The Standard Dictionary is a trophy of intellectual saga- 
city, discrimination, and diligence on the one hand, and of 
commercial energy, courage, and liberality on the other." 

William Cleaver WilJcinson, Professor of Rhet- 
oric and Criticism in Chicago University, wrote from 
England, after a personal interview with Professor 
Skeat, of Cambridge, and Professor Murray, of 
Oxford (the latter, editor of the great " New English Dic- 
tionary," to be completed in many volumes), as follows: 

" I showed Professor Skeat sample pages of the Stand- 
ard Dictionary. He looked them over with the evident 
interest of a practical lexicographer. . . . He approved 
the introduction of the phonetic element and the exhibi- 
tion of the tentative scientific alphabet. He expressed the 
opinion that a Spelling Reform in the English language 
was certain to come in time, and declared his confidence 
in Professor March as a man thoroughly qualified to pre- 
side over this department of the Dictionary. He expressly 
said that you might quote him as approving the phonetic 
feature of the Dictionary. ... He was highly pleased with 
the plan of giving exact references for the literary quota- 
tions, and expressed surprise that it could be accomplished 
in so little space. The Professor seemed pleased with the 
general look of the work. 

" Dr. Murray, of Oxford University, expressly consents 
to be quoted publicly by you in testimony to the following 
points: (1) That the introduction of the phonetic element 
is a desirable recognition of the need of reformed spelling, 
and that Professor March's editorship of this department 
is everything that could be asked for ; (2) that as a practi- 
cal matter, in a popular dictionary, the ' order of usage ' 
has the preponderance of reasons in its favor; (.3) that the 
specimen pages of the Standard Dictionary had, on ex- 
amination, appeared to him to be as well done as was 
practicable within the necessarily small compass." 



Prominent Literary Men Enthusiastic 
Over the Standard. 

Son. Justin IZcCarthi/, Member of the House of 
Commons, London, England : "I refer to it [the Stand- 
ard Dictionary] every day — never once without feeling 
that It has given me a helping hand in my studies and 
in my writings. I regard it as a monumental worlc — a 
work perfect of its kind." 

Jtilian Hawthorne : "I thinlc the Standard Diction- 
ary the most practically useful dictionary yet published. I 
have Worcester, Webster, and tlie Century." 

Edward Evei'ett Hale, D.D., Boston, Mass.: "It 
is the blessing of our breakfast=table. I think it docs great 
credit to the firm and to the compilers." 

Professor Thomas M. Cooley, University of Michi- 
gan, Ann Arbor, Mich.: "I think it is to justify the name 
you have given it. I congratulate you on your success." 

Charles Dudley Warner: "It is a beautiful book. 
. . . The careful examination I liave been able to give 
this work convinces me of its very high and exceptional 
merit. It seems fully to deserve the approbation given it 
by scholars and specialists." 

G. W. Snialley, in New York Trihtine [London 
Corresi)ondence] : "The Englisli have given a friendly 
welcome to the Standard Dictionary. The welcome is 
friendly notwithstanding the American origin of the book. 
. . . Criticism, whether general or special, does not call its 
utility in question, and if it did the public might be trusted 
to discover that this is preeminently a dictionary for the 
public." 

Julius H. Ward, Literary Editor of The Boston 
Daily Herald : " It is a great and joyous surprise which I 
have experienced in studying the Standard Dictionary and 
trying to reach an estimate of its merits. I feel as if I had 
discovered one of the new agencies by which people are to 
be educated and tlie world is to be lifted, I had no idea 
that the editors were doing such a good piece of work. It 
seems to me they Iiave produced a dictionary which must 
take immediate ranli as the best working dictioiuiry for 
busy people on a large scale that has yet been produced." 



A.. M. Wheeler, Professor of Historj', Yale University, 
New Haven, Conn.: " Clear, concise, accurate, comprehen- 
sive; at once scholar]}- and popular; admirably arranged, 
beautifully printed, of convenient size and shape, and 
therefore easy to consult; a delight to the eye and to the 
mind— what more can one ask in the way of a Dictionary?" 

Hubert H. Bancroft, the Historian, San Francisco, 
Cal. : " I predict that the Standard Dictionary will, in due 
time, be regarded superior to all others." 

Henri/ M. Stanley, the African Explorer: "The 
Standard Dictionary comes nearer to my idea of a first- 
class dictionary' than any of the kind I have seen." 



Leading Newspapers of the English= 

Speaking World Pronounce it 

the Best. 

New York Herald: " The most complete and most 
satisfactory dictionary yet printed." 

The Literary World, London, England : " The com- 
plete work is a nev>- testimony to the full and careful 
scholarship of the brilliant American school of philology." 

The Critic, New York : "On the v.hole, as a popular 
dictionary in a compact form, the Standard surpasses all 
its predecessors in most respects." 

London Times : " Well conceived and skilfully com- 
piled." 

London Daily Chronicle, London, England: "The 
Standard is most creditable to American enterprise and 
scholarship. It is a distinctive and independent work, 
and will be frankly welcomed in England as well as in 
America." 

San Francisco Daily Call: "Bound, in course of 
time, to be accepted as the standard by all who use the 
English language." 

TJie 3Iark Lane Express, Loudon, England: "So 
complete is its character, and so carefully has the work 
been done, that it is most certain to become on this side of 
the Atlantic, and elsewhere the English language is spoken 
or studied, one of the few standards to which philologiets 
will turn." 

Daily Lnter Ocean, Chicago, 111.: "Every promise 
made by the publishers has been fully redeemed. It is, 
indeed, a grand book." 



The Standard's Special Features, 



TUo Convenience of Placing tUe Most 
Common, Present Meaning First. 

Professor J. H. Child, Superintendent of Schools 
Amherst, Mass. : " Your putting the common meaning first 
and etymology last is a strong appeal to the great common- 
ality, and to the scholars in our schools — in fact, to every- 
body who runs to a dictionary for a definition." 

Etymology Placed After Instead of Be- 
fore a Definition. 

Joseph CooTc, Boston, Mass.: "Your plans for a 
Standard Dictionary are very attractive. I like particu- 
larly your putting the etymological derivation at the end 
rather than at the beginning of each leading word." 

A AVonder tliat Nobody Ever Xliouglit of 
it Before. 

Cletnent X. Smith, Dean of Harvard University, and 
Professor of Latin: " The plan appears to me admirable. 
. . . Placing the etymology after the definition is so ob- 
vious an improvement that now one wonders why it was 
not thought of before." 

Tl»e Critical Test of Usage Shows its 
Immense Advantage. 

George I*. Merrill, M.S., Fh.JD., United States 
National Museum, Washington, D.C.: "It was not until 
I came to consult it [the Standard Dictionary] that I 
realized the immense advantage of its method over that 
ordinarily pursued, giving first the definition of a word, 
and afterward its derivation and synonyms." 

Order Brought Out of Cliao:;* in tlie Com- 
pounding of AVords. 

The Teachers' Institute, New York: "Authors, 
proof-readers, and printers are continually reminded of the 
lack of uniformity in the dictionaries in the compounding 
of words. F. Horace Teall, being editor of this depart- 
ment in Funk & Wagnalls' Standard Dictionary, has 
undertaken to bring order out of chaos." 

Hartford Times, Hartford, Conn.: "For the first 
time the attempt has been made (and well executed) to 
reduce the compounding of words to a scientific system, 
and thus aid, through the Standard, in doing away with 
much of the confusion in compounding." 



A AVork by Eminent Specialists. 

Examiner and Thnes, Manchester, England: "No 
expense or effort seems to have been spared to make the 
dictionary as complete and as authoritative as possible. 
The vocabulary is extraordinarily rich and full, thousands 
of words being admitted for the first time in a general 
dictionary. The editors were selected from the front rank 
of American and English scholars. . . . Indeed, it may be 
said that the dictionary is the work of men thoroughly 
equipped in the schools of science, literature, and art, and 
of experts in various handicrafts and trades. The plan 
and workmanship will commend themselves to every one 
in need of a good, comprehensive, and reliable dictionary 
that is abreast of modern scholarship. The typography is 
excellent, and the general get=up of the work leaves noth- 
ing to be desired. The dictionary is destined to hold a 
preeminent place for many years to come." 
All tliat was Promised has ITIaterialized. 

tToumal of JEducation, Boston, 'Mass.: "Upon the 
appearance of the prospectus the editor of the Journal 
said: 'If one-fourth that is foreshadowed by the prospec- 
tus materializes in the Standard Dictionary, it will make 
the world its debtor, and all who write must praise it ever- 
more.' The first volume has appeared, and four=fourths 
of all that was prophesied has materialized; all who read 
and write will be its debtors. In thoroughness, complete- 
ness, accuracy, typography, style, and illustration, it chal- 
lenges criticism, and commands admiration." 

Up to Date in Scientific Definitions. 

Professor George Macloshie, Princeton College : 
"In my own department of science [Biology] I see that it 
is well up to date, and that its definitions are clear and 
perfectly reliable ; and I am satisfied that it will take its 
place as the best dictionary of our language." 

Charles 3Iorris, Author, Philadelphia, Pa.: "I find 
it very full and satisfactory in electrical terms and defi- 
nitions, and the same fulness seems to be its general 
characteristic." 

A Business lUian's VicAV of it. 

Mr. JL. C. Stevens, Editor of Bradstreefs, New York: 
" I do not see how it can help selling. The book possesses 
that which will sell itself. Your company has certainly 
produced something which, in my judgment, must long 
continue a monument to its liberality, good judgment, and 
capacity to do." 



A Company of Distingiiislicci Scientists 

Put it to the Test. 
F. H. Knoivlton, 31. S., Professor of Botany, Co- 
lumbian University, Washington, D.C., Curator of Botany, 
United States National Museum,Washington : " I liave ex- 
amined Volume I. with great care, and am pleased beyond 
expression with it. I have not yet noticed a typographical 
. error in it, nor an error of statement. I put it to a severe 
test the other day. I had it in a company consisting of a 
distinguished philosopher, a geologist, and a paleontolo- 
gist, and asked them to call for any word they could think 
of. They did the best they could to confound the book, 
and in every instance the word called for was there, even 
including a number of words coined by themselves I " 

Delighted with its Completeness, Reli- 
ability, and Beauty. 

Jtene Isailore Uolauid, Professor of Ethics and 
Sociology, Woodstock (Roman Catholic) College: "Our 
professors often open the first volume and express their 
delight at finding words that are wanting in the best lexi- 
cons. Next to its completeness and reliability, the beauty 
of its illustrations is the subject of the most favorable 
comments of the gentlemen who compose the college 
staff." 

One of the Intellectual Landmarks of 
the Century. 

Frances E. Willard, President World's Woman's 
Christian Temperance Union: "The Standard Dictionary 
of Messrs. Funk & Wagnalls is undoubtedly one of the 
great intellectual landmarks of the century, and, best of all, 
is, in the highest and most practical sense, up to date." 

Essential to Every Lawyer's liibrary. 

The Atnericau Lawyer, New York: "It is particu- 
larly rich in the terms of arts and sciences . . . and the 
law terms hold, perhaps, for the first time in any diction- 
ary, a prominent and satisfactory position. . . . From the 
definitions we have examined we say, without fear of 
contradiction, that the legal work is so ably performed 
tlmt the Standard Dictionary should henceforth form an 
essential part of every lawyer's library. " 

The Best Dictionary of Synonyms. 

W. R. Conihiffs, Superintendent Public Schools, Nor- 
.valk, Ohio: "It will stand at the head of all American 
dictionaries in matter of synonyms and antonyms." 



13 



An Honor to American Enterprise, Talent, 
Industry, and Scliolarslaip. 

Samttel W. T. Hoardnian, D.D., LTj.D., President 
Maryvillc College, Maryville, Tenn.: "I have never been 
more impressed with the progress made by the human race 
in every department of knowledge than in turning over the 
h'uvcs of tills admirable book. "Without disparagement 
to any other work, this is certainly an honor to American 
enterprise, industry, talent, and scholarship. It is worthy 
of any age or country, and could not have been produced ia 
any earlier age. It is a vast thesaurus of the results of every 
science known to man, illustrated with every advantage of 
which I have knowledge. It is another of many achieve- 
ments which place us as a nation on an equality with the 
foremost of the world." 

Surprising in its TliorougUness and 
Excellence. 

Cliarles Foster SmWi, Ph.n., Professor of Greek 
Language and Literature, Vanderbilt University: "I was 
not fully prepared to expect such beautiful work, either on 
the inside or on the outside of the dictionary. My appre- 
ciation of the work has been steadily growing, especially 
for the past two years — since I looked in on the Kew 
York editorial rooms in July, 1891— still a genuine surprise 
was in store for me. Every special feature of the work that 
I have examined has proved more thorough and excellent 
than I had anticipated." 

State Superintendents Pleased ivith it. 

Henry Jtaab, State Superintendent Public Instruction: 
Illinois: " The Standard has stood the test in this office, 
where many come for information concerning definitions 
of words, etc. All left comforted after consulting the Stand- 
ard, for the reason that they found what they wanted." 

Henri/ li. Fattengill, State Superintendent Public 
Instruction, Michigan: "I am free to say that it exceeds 
my most sanguine expectations." 

Discriminating, Careful, Comprehensive, 
Scholarly. 

Edgar Faivcett, the Poet and Novelist: "The diction- 
ary seems to me, in philological discrimination, careful- 
ness, penetration, comprehension, and general scholarly 
treatment, almost beyond criticism. Its material trapping 
is the perfection of taste." 



14 



A Careful Comparison by a Practical 
Teaclier. ^ 

TV. tT. Carson, Principal Teachers'' Training School, 
London, Canada: "For some time the teachers of this 
city have been holding bacli from selecting a new dic- 
tionary until they could examine the sample pages of the 
Funk & Wagnalls Standard Dictionary. I have now re- 
ceived and examined the sample pages, comparing them 
from a to abide with the corresponding portion of the In- 
ternational Webster, and Worcester. The following is 
the result: The page of the Standard is slightly larger 
than the page of the International, and a good deal larger 
tlian the page of Worcester. The Standard contains about 
^39 words from a to abide; the International contains 
about 17:^ words from a to abide; Worcester contains 
about 1.52 words from a to abide. The Standard has 17 
illustrations from a to abide; the International has 6 illus- 
trations from a to abide; AVorcester has 4 illustrations 
from a to abide. The illustrations in the Standard are 
better than the illustrations of either the International or 
Worcester. Worcester is out of the race altogether. The 
Standard has clearer print than the International, and of 
the same size. The Standard begins every proper name, 
and every word compounded from a proper name, and 
every proper adjective, with a capital letter, and every 
other word it begins with a small letter* the International 
begins every word with a capital letter. The Standard 
gives antonyms; the International does not give antonyms. 
The Standard uses the double hyphen to indicate the parts 
of compound words; the International does not. The 
Standard gives the author, book, chapter, and section or 
page from which its quotations are taken; the Interna- 
tional gives only the quotation and author. The defi- 
nitions in the Standard I consider are better than the defi- 
nitions in the International. The first three words I looked 
for in the International were not in it — one from Sully's 
'Psychology,' one from Romanes' 'Origin of the Human 
Faculty,' and one from an article in the 'Encyclopedia 
Britannica.' " 

"Tlie Foremost of All Our dictionaries." 

TJie Scotsman, Edinburgh, Scotland: " In this age of 
great dictionaries it was to be expected that the American 
enterprise would do its ' level best' to produce the greatest. 
. . . The completed first volume — a massive and beautiful 
tome — has more claims on admiration than it is possible 
to mention. In the number of its words, at least, this must 
rank as the foremost of all our dictionaries." 

Tlie Government's Statistical Expert 
Prai.ses its Accuracy. 

Carroll J>. WrigJit, ITnited States Bureau of Statis- 
tics, Washington: " I find the definitions not only correct, 
but wonderfully clear and terse." 



15 



Denisok's Patent Reference Index. 



Applied FREE to the Full Russia and Full Morocco 
styles of binding of the Standard Dictionary. It enables 
one to timi to any letter or subject with a sinrjle motion. 
It saves much of the time consumed in consulting books 
of reference preserving them by reducing the handling. 

The cost per volume of Denison's Patent Reference 
Index, when applied in the original printing and binding 
of tiie book is but trifling, but when it has to be applied 
completely by hand, the cost is necessarily very much 
more, namely $2.00 on a copy of a work the size of the 
Standard Dictionary. 

" The greatest improvement in book=making that has been 
made In a hundred years."— Rout. J. Bukdette. 

"Without disfiguring the book it saves time and avoids 
perplexity at exactly tlie right moment when a reference is 
to be made."— PoPULAK Science Monthly. 

" I do not see why any one would buy a dictionary now 
without the Index."— Robert G. Ingersoll. 



A SAMPLE DEFINITION. 



Shoiving Style of Type 

e-lec'tri-cute, e-lec'tri-kiut, 
To inflict a death penalty by 
means of electricity. 

A Iiatin word for execute, to go 
with electri, or a Greek word to g^o 
with electro is wanted. The Latin 
word execute makes electri^exe- 
cute, which would contract into 
electriciite. F. A. March in The 
Chautauquan Apr., '93, p. 21. 

[< electri- in electricity + 
-cute in execute.] e-lec'- 
tro-enteX. 

— e-lec'tri-oii''ter, n. 
e-lec''tri-cu'tion-eri. 
e-lec''tri-cu'tion, Q-\ec"- 
tri-kii'i'shun, n. Execution of 
a criminal by electricity, e- 
lec'^tro-cu'tionj. 

Electrocution offers a far more 
decorous, humane, certain and pain- 
less method of doiu^ away with 
murderous criminals than any other 
means that could be devised, and 
therefore electrocution should 
have a fair trial. Illustrated Home 
Journal Sept. '90, p. i, col. 2. 



and Illustration, 
vt. [-cu"ted; -cu'ting.] 




Chair for Elcctricutiou of 
Criminals. 
Details of the chair used by 
the State of New York : c, c, 
connections for supplying elec- 
tric current; s, sponge applied 
to the small of convict's back; 
sc, sponge=cup applied to the 
top of the head; sf, st, straps. 



FUNK & WAGNALLS COflPANY,^ 

NEW YORK: 30 Lafayette Place. 
LONDON : 44 Fleet St. TORONTO : 1 1 Richmond St. W. 



IQ 



- • THE - * 



Shakespearian 

Drama 

In Three Iiacge and Elegant Gloth-Boand Volames. 
By DENTON J. SNIDER, 

Director of the CHICAGO LITERARY SCHOOL, and 
Author of the LITERARY BIBLES. 



A Commentary on Shakespeare's His- 
torical Plays, 508 pp., $1.50. 

A Commentary on Shakespeare's Trage- 
dies, 420 pp., $1.50. 

A Commentary on Shakespeare's Come- 
dies, 595 pp., $1.50. 



Every student should make the acquaintance of The 
World's Greatest Poet, and the best way to do it is through 
an introduction given by America's Greatest Interpreter 
OF Shakespeare. 

The Set of Three Volumes will be Sent 
Prepaid for $3.75. 



Indiana Publishing Company, Danville, Ind. 



JOSEPH'S 



Institutional History 



SETTING FORTH THE 



Manners and Customs, Religion, 

Education! and Government 

of the Colonial Period. 



Price, 35 Cents, 



Book Ready by October, 1895. 



^ 



INDIANA PUBLISHINQ COMPANY, 

DANVILLE, INDIANA. 



/•^' c. -acc.cv .. 
::«-; <r ^ c cs. \. 

=- ^ .C ^c:, < cc <:<r 
_ ' c <- c cc «: 
^< C c<r c C<: << 

^^ ^ c<: "c V 

-^^ ex- c^ <-- 
^C' cc: C-. 









<r^ ccc 



c^^ c d <z ex 



d_cc:cc c< 

CTCi dC 

occcr c 

dccc c 

: or c c: C^ 

C: CCC C > 



Crrc 



^c C 

cd C 

'<C.C < 

r: c c 



<L<cf «:_ 






<r '^ <lc 
cvcc 
c: c < c 
ccc 
C c c 
<: c < 



mi 

Z cc -Cj 

r c< c: 

r cc'-j 



1 cr: <^<C1_ < 

"<Ccr cxd' C 

err cd d 
Cdcd^C 

CC'cdC 
c <: cd"" 
C<r<: cr 
c«? o 

d«:< cdc: 

'^<jatL <- — 

^^ -««...<- 



^ CC< C # '^~ 



.c^ ^ 


.<< 


.^<i. 


<crcc<:_ 


^ 


^^^< 


v£ > 


^ ^ 


5=-- 


*s ^" ■ 


(. <n':C,5 






^ 




7 , * 


^f-^' 


-re? 


c 


^-' 




. ^^:^ 
^^^1^ 


< 


rccc 




r'« 


^ C 


- c:c^4 


C 


^ ^T? 


"c^cr 


^:.c<G 


d€ 


KH. d/ 


'<^: '^^'>- 




c 




c<icr 


Cf CCC 


i 




^ d^ 


<i cr Cc 

: c c? 
• c d 


d^- 


d cc d 


g "' d_ < 


<^ccc:x 


^diz c^-' 


<1" c:<f^ 


'c<f 


«:c c ^t" 


c^ c < 05 


11 <r 


==^ ^fc*' c 


< <irc 


.^^ 




c 

c: 

c 

Cc 


CCTC 
<t-C < 

c<r< 


c «1 

:' c:^c: 
2 c: ^c 

re. ^c 

r:^> c ^ 


c* cc<^< 


II 


■ c d 
c c: c< 

C C. Cc 
« dC 

•<^ d c 


'-d ^d.-. 

?- c ^Z. 

-d- -^d 


c?c<^< 

-" Ci<Cd5 

z ciccd:< 


<^ dc 






c: «: 


^ Ccr«r<r"^ 

r"^^r<:]dc^- 

r crc;d:cc 


C V ^^ 


-^f d^d 

^ ^Tcd d:c 
^^ dCc d C£/ 




_^^^<.CC<.. c 


<^/^ 


^^4^(?"iZ 




r- <:: ^ 




-^c 




-M 


'^ d 


^^^Ci <£"' 


'iTiC 


; Cc! 


<r ^: 


'^ccdT^'c 


^m 


. d^^d 


d^C ' 


dZ '^—^ 


^;cr<r"< 


:C 




^ ^ 


^cctd: <<:<'- 


^m 


d^ d 


d^?^ ' 


CZ. ^I' 


^2<c <x.'< 


■^^ 


rf^^r Vi- 


<:r ^: 


Z(«'<^^^<^< 


^i^_ 


^ ccr <:: 


^Cc'c 


^cz ^cz 


0CS^'''<^^: 


<r 


CTc-'' 


«^ j^ 


'ccK^Z^'^cdc 


^cz 


^^ 


dIC'<- 


%^\^ 


' ^JS<^'^^C 


< 


^(X ^ 


tr^ <r< 


:c^dr<^<^'^ ' 


^l!Z" 


d d 4 


dc 4 


d dr< 


^JCC( c 


' < 


r^ <c^ ^:^ 


■■^d~^cc 


^idL- 


Cc^C CZC-r 4 


d: dc< 


«C[^C c 


c 


"o;c > 


c^ ^S*^ 


^dr<grcc: « 


Jdl.- 


d^ddcc <^ Cc? 






• eg:. ' 


^^ 


r<rd"crccr - 
<d>rccc 


5^ 




zee < 
ICC 4 


^ d^ 


^2cci c 


^i<:c C 


^ 


" cr 


dZZ ^^ 


s<dcscc;t 


^dz 


_:.d^;C 


5^-5 c 


^CZ_ CJ( 


gl^^^C<c,< 


^ < 


cll « 


^^^11 ^ 


cicc^c:.:<^< cf< 


4i 


d„ <^:'C 


^>^\5 


^Cl. <r 


IC"<ti^^'< 


:" 4 


cr'<cc 


dlT' ^ 


rr<^^'.d'<2:<t cc <« 


^ -:^j 


d<£ c 


= ^d^_ c 


_ ^>c 




" cc: 


^dT ^ 


&:'Cr<^c:c<r 


^L 


_ c d^ 


r^c d 


^[Z~ Cc 


<^<''C <i 




~cr 


dir'cj' 


d^rcc 


0^^ 


cc<2 


l€^d 


^r~cr- 


~CICC-C 4 




<jC 


^di ^2 


dl^itlCC 


^^ 


" Cc<r <Z 


d'd 


^d-T dc ' 


IC'^CC 4 




^cc 


<z:<g; 


ci^rcx 


4g^ 


-cr<rd: 


<^d: 


-^IZCd . < 


^^'?^<. 4 




cc 




C <^cc 


^ 


dc c d: 


:d:d 


^d^d 






cc 


^CII< 


I c <ir cc 


:: ^ 


dice d- 


:"dsd 


^zzc 


^ZT <Z' C'C i 




C C 


^c< 


s^^r^ercc ^ 


diC' c d^ 




^STc 


tZ<^s< ^ 




CjC 


^ZjCT 


dd: c cc 


: ^ 


di' d^n 


d^ir 


^^<fc 


€CZ€^<c < 


>=- 


<rc 


^dic 


^<^ d <: 


^ 


d^'ddr 


' <s::c 


^ETd 


^CjTCC < 


^ 


<1C 


1 ^K^ 


:d^c:^ d< 


c < 


dicd5d 


:^:€. 


^j& 


^^f^< 


SC 


<^ 


- <r ^ 


i^ 


_<: C «C5< <~^ 


<^ , 


^c^ 




^ <^' 


r: 4C 


c 


'<c<9cs: <::< 


<CLc ■ c 4 




Clj 


c < 


■5=: 


Cdocx; d 


d 


CLiCc; 


<&^ c 


^rc< 


^mc 4 




^^ 


C 4 
c < 




Cc ^(CT*" 


1^ Cill 


-Cr - «r<':Cc^ <rr\ ir ^rc^ 


^T r 4 


S^^ 


*C C2 


d 


«^"ce: 


: ^^o 


C- ^C? 


. ^ ' ^ 




; g 


^ ' 


c 


:g^dd 


C d' 


= d: 


P^ 




d ^;c 
d €Ci 




' v_ 


^ 


»Ji V-^^^ 


3>- ^>-i^ 


^ILi- ' ^ 




d 


c: ^ 


^Cd 


r- 4 


d 


^^ 


%'^ 


^x 


d <^ 

: d <: 


^_ ^[[T C 4 


r-; <^ 4 


C£'c<c: 


c 


dL 


cr' ^c~ "■ ' 




< 


"^' C 


csc-c 


-c 


<r' 


^'^d 


- ^^ 


^ ^s 


:d < 
: d < 


r^ <i;'^< 


rd: 


d^cd 


? -^ 


^ ' ^^ ^ 




""-;^ 


r^ c: 


< 


^SS 


dl 


c <d! 


z%$ 


: <rc 


>%^ ^ 


-' ^9'^ 


j-< < 




dCd 


d< 


c ^^ 




L — 


^3 


ic d 


"" < 


t^Cjd 


dx 


r ^^ 


. <L<<Z 


^S^c 


d d 


'^^ CiT"^ < 


• — 


^|[;t 


d 




<:c<: 


4^j: 


Q ^[ 


cr <^ 


^^Cc: 


- d c^ 


cr- d^ 4 


cz 


^r'~i 


o'« <: 


~--i- 


^<<r4r 


^~ c 


c ^r 


^ c < c 


<r:c< c? <; 



dCd 
^c? 



¥-&^ 



dec 



ccd 4x:^c 
cdc <^:<?c^ < 

dxC. ^^<^< <^ 

I;x c^^C<dd d. 




fJlU':^^ 



